Voices Cefr Correlation Pre-Intermediate

Introduction
What is the Common European Framework of Reference?

The Council of Europe has developed the Common European Framework of Reference for Languages (or
CEFR for short) with a view to promoting quality in language teaching and learning within Europe. In 2020,
they updated and added to descriptors: see the Council of Europe (2020), Common European Framework
of Reference for Languages: Learning, teaching, assessment – Companion volume.
The CEFR aims to provide a descriptive framework which encourages the development of language skills
and intercultural awareness, learner autonomy and lifelong learning. It is of interest to course designers and
coursebook writers as well as teachers, testers and teacher trainers.
The CEFR also aims to promote a coherent approach to language learning with an emphasis on examining
what we can do with a language. It also provides a framework which permits the comparison of the language
levels of individuals in an impartial way.
What are the aims of the CEFR?

It is important to be aware that the CEFR is designed as a set of common reference points and not as a set
of points that should be covered systematically in study. One level or one set of reference points is not
intended to refer to a year of study or a number of hours of study. It recognizes that students have different
aims and learn at different speeds.
The CEFR does not intend to prescribe a method of teaching, and recognizes that there are a variety of
methods relevant to different teaching contexts. However, it has a clear focus on the four skills and on
developing an ability to communicate rather than acquire knowledge.
The CEFR also emphasizes acquiring the skills to learn independently. It encourages autonomy in students
and focuses on what they ‘can do’ and not on what they still need to learn. The CEFR intends to help define
teachers’ and learners’ objectives. Teachers need to understand what they want to achieve on a course and
students need clear objectives. The CEFR provides a set of descriptors and levels of competence that help
focus such aims.
How are the levels of the CEFR organized?

The CEFR has six levels which range from A1 (students with a starter level of English) to C2 (students who
can use the language fluently and with precision). Below is an overview of these levels.
Proficient C2 Mastery Students can use the language precisely
and fluently with awareness of finer
shades of meaning
C1 Effective Operational Students are proficient in the language
Proficiency and have a wide range of vocabulary.
Independent B2 Vantage Students are able to justify opinions and
develop arguments
B1 Threshold Students at this level can maintain
conversations.
Basic A2 Waystage Students are able to get by in an
increasing range of social situations.
A1 Breakthrough Students can express themselves in
simple, basic language.
The CEFR also recognizes intermediate levels between the global levels above – A2+, B1+, B2+, etc.
Pre-Intermediate Student’s Book: CEFR Correlation 1

Each of the six levels of the CEFR is defined by a large set of descriptors – ‘can-do tick points’ – which aim
to define the expected language ability of an individual at each of the levels. For example, one of the
descriptors under the heading Conversation at B1 level is: Can follow clearly articulated language directed
at them in everyday conversation, though will sometimes have to ask for repetition of particular words/signs.
At C2 level, a descriptor under the same heading is: Can converse comfortably and appropriately,
unhampered by any linguistic limitations in conducting a full social and personal life.
How does the CEFR correspond to Voices?

The Voices series has a communicative approach with an emphasis on learning language in real-life contexts
and on producing language in a broad range of speaking and writing situations. Consequently, its approach
mirrors the functional descriptors of the CEFR – developing students’ reception, production, interaction and
mediation skills – and has a broad emphasis on being able to communicate in a range of realistic situations.
Each level of Voices covers the majority of competences for the corresponding CEFR level(s). For example,
Voices Elementary practises some competences from A1 and covers the majority of CEFR competences for
A2. There is also built-in revision of the competences from previous levels. In this booklet, each exercise of
the Voices series is mapped against core descriptors at the relevant global level.
The descriptors contained in this document have been updated to match the revisions to the wording in the
Common European Framework of Reference for Languages: Learning, teaching, assessment, Companion
Volume 2020.
Voices has been mapped against this updated version of the CEFR, covering a broad range of key
descriptors such as all the listening and reading skills, written and spoken production, as well as many
essential descriptors such as using cues and inferring and reading for orientation.
Activities in each unit have also been designed to incorporate mediation skills such as note-taking,
collaborative skills, explaining data and adapting language. In this mapping document, exercises that practise
mediation skills are highlighted in yellow, for easy reference.
How does Voices match the aims of the CEFR?

The Voices grammar and vocabulary syllabus encourages the linguistic competences needed for students
to be able to communicate successfully. In particular, the Grammar reference and Vocabulary reference
sections provide support and information for students to build their understanding. A wordlist for each level
is also provided on the companion site, which provides definitions of words and example sentences.
The emphasis on the four skills of reading, writing, speaking and listening in Voices reflects the same
emphasis in the CEFR. The Reading skill, Listening skill and Writing skill boxes develop students’ subskills
to support them in mastering the CEFR competences for these skills. The National Geographic Explorers
audio and video materials develop students’ ability to follow real spoken production in English through
authentic content. Voices also has a strong focus on speaking practice and peer collaboration: there are
speaking activities throughout, and lesson spreads start and end with speaking activities to provide ample
practice of spoken production and interaction competences. Furthermore, the Own it! tasks in lesson D
spreads develop students’ discussion and collaborative mediation skills.
Can I learn more about this?

The CEFR Companion Volume is available here if you wish to do further reading. You can also visit the
Council of Europe website at coe.int and enter ‘CEFR’ into the search bar. This brings up many reports and
further research that may be of interest.

Framework level A2/A2+ (Units 1–4)
Communicative activities
Reception (spoken)
Descriptor Student’s Book activities

Understanding conversation between other people: p14, ex 3, 4
Can generally identify the topic of discussion around them when it is
conducted slowly and clearly.
Understanding audio (or signed) media and recordings: p17, ex 2, 3; p26, ex 2, 3; p28, ex 4, 5; p40, ex
Can understand in an interview what people say they do in their 3, 4; p50, ex 2, 3; p53, ex 5–7
free time, what they particularly like doing and what they do not like
doing, provided they speak slowly and clearly.
Can understand and extract the essential information from short,
recorded passages dealing with predictable everyday matters which
are delivered slowly and clearly.
Can understand the important points of a story and manage to
follow the plot, provided the story is told slowly and clearly.
Audio-visual comprehension
Watching TV, film and video: p11, ex 2; p18, ex 2, 3; p23, ex 2; p30, ex 3; p35,
Can follow a TV commercial or a trailer for or scene from a film, ex 2; p42, ex 6; p47, ex 2; p54, ex 4
understanding what topic(s) are concerned, provided the images
are a great help in understanding and the delivery is clear and
relatively slow.
Can follow changes of topic of factual TV news items, and form an
idea of the main content.
Reading comprehension
Overall reading comprehension: p52, ex 1

Can understand short, simple texts containing the highest
frequency vocabulary, including a proportion of shared international
vocabulary items.
Reading for orientation: p24, ex 2; p32, ex 4; p36, ex 3; p40, ex 2; p42,

Can find specific information in practical, concrete, predictable texts ex 2; p45, ex 5, 6; p48, ex 7
(e.g. travel guidebooks, recipes), provided they are produced in
simple language.
Can find specific, predictable information in simple everyday
material such as advertisements, prospectuses, menus, reference
lists and timetables.

Reading for information & argument: p12, ex 3–5; p24, ex 3; p30, ex 4; p36, ex 4;
Can identify specific information in simpler material they encounter p48, ex 3–5; p54, ex 2; p56, ex 2, 3
such as letters, brochures and short news articles describing
events.
Can follow the general outline of a news report on a familiar type of
event, provided the contents are familiar and predictable.
Can understand the main points of short texts dealing with everyday
topics (e.g. lifestyle, hobbies, sports, weather).
Can understand texts describing people, places, everyday life and
culture, etc., provided they use simple language.
Can understand a short factual description or report within their own
field, provided simple language is used and that it does not contain
unpredictable detail.
Can understand most of what people say about themselves in a
personal ad or post and what they say they like in other people.
Reading instructions: pp44–45, ex 2, 4, 5, 7, 10

Can follow a simple recipe, especially if there are pictures to
illustrate the most important steps.
Reading as a leisure activity: p20, ex 3, 4; p32, ex 3, 4, 9; p57, ex 9, 11

Can understand enough to read short, simple stories and comic
strips involving familiar, concrete situations described in high
frequency everyday language.
Can understand short narratives and descriptions of someone’s life
composed in simple language.
Reception strategies
Identifying cues and inferring (spoken, signed and written): p12, ex 2; p20, ex 3–5; p24, ex 5; p36, ex 5
Can use an idea of the overall meaning of short texts and
utterances on everyday topics of a concrete type to derive the
probable meaning of unknown words/signs from the context.
Can exploit their recognition of known words/signs to deduce the
meaning of unfamiliar words/signs in short expressions used in
routine everyday contexts.
Can exploit format, appearance and typographic features in order to
identify the type of text: news story, promotional text, article,
textbook, chat or forum, etc.
Production
Production activities
Overall oral production: p19, ex 12; p36, ex 5; p47, ex 3

Can give a simple description or presentation of people, living or
working conditions, daily routines, likes/dislikes, etc. as a short
series of simple phrases and sentences linked into a list.

Sustained monologue: describing experience: p17, ex 12; p32, ex 1, 2; p39, ex 1, 11
Can tell a story or describe something in a simple list of points.
Can give short, basic descriptions of events and activities.
Can describe people, places and possessions in simple terms.
Written Production
Overall written production: p15, ex 8, 11; p45, ex 8

Can produce a series of simple phrases and sentences linked with
simple connectors like “and”, “but” and “because”.
Creative writing: p21, ex 7; p32, ex7; p39, ex 10; p57, ex 8, 9

Can tell a simple story (e.g. about events on a holiday or about life
in the distant future).
Can produce a series of simple phrases and sentences about their
family, living conditions, educational background, or present or most
recent job.
Can compose an introduction to a story or continue a story,
provided they can consult a dictionary and references (e.g. tables of
verb tenses in a course book).
Planning: p42, ex 10
Can recall and rehearse an appropriate set of phrases from their
repertoire.
Interaction
Interaction activities: Oral interaction
Overall oral interaction: p11, ex 1; p24, ex 1; p40, ex 1; p44, ex 1, 3

Can interact with reasonable ease in structured situations and short
conversations, provided the other person helps if necessary. Can
manage simple, routine exchanges without undue effort; can ask
and answer questions and exchange ideas and information on
familiar topics in predictable everyday situations.
Can communicate in simple and routine tasks requiring a simple
and direct exchange of information on familiar and routine matters
to do with work and free time. Can handle very short social
exchanges but is rarely able to understand enough to keep
conversation going of their own accord.

Conversation: p14, ex 1; p26, ex 1; p27 ex 7; p30, ex 1, 2; p54,
Can generally understand clear, standard language on familiar ex 1; p56, ex 1
matters directed at them, provided they can ask for repetition or
reformulation from time to time.
Can participate in short conversations in routine contexts on topics
of interest.
Can express how they feel in simple terms, and express thanks.
Can converse in simple language with peers, colleagues or
members of a host family, asking questions and understanding
answers relating to most routine matters.
Can express how they are feeling, using very basic stock
expressions.
Can state what they like and dislike.
Informal discussion (with friends): p11, ex 3; p12, ex 1; p16, ex 1; p18, ex 1; p20,

Can generally identify the topic of discussion around them when it is ex 1; p23, ex 1; p35, ex 1, 3; p42, ex 1; p47, ex
conducted slowly and clearly. 1; p48, ex 1, 6; p50, ex 1, 11; p52, ex 1; p54,
ex3; p57, ex 7
Can exchange opinions and compare things and people using
simple language.
Can make and respond to suggestions.
Can agree and disagree with others.
Can express opinions in a limited way.
Goal-oriented co-operation (e.g. cooking together, discussing p31, ex 5, 8

a document, organising an event, etc.):
Can indicate when they are following and can be made to
understand what is necessary, if the interlocutor takes the trouble.
Information exchange: p19, ex 11; p24, ex 7; p31, ex 8; p42, ex 10;

Can understand enough to manage simple, routine exchanges p48, ex 8
without undue effort.
Can ask and answer questions about habits and routines.
Can ask and answer questions about pastimes and past activities.
Can communicate in simple and routine tasks requiring a simple
and direct exchange of information.
Can ask and answer questions about what they do at work and in
their free time.
Can ask for and provide personal information.
Interviewing and being interviewed: p29, ex 8, 11

Can answer simple questions and respond to simple statements in
an interview.
Written interaction
Overall written interaction: p27, ex 7; p51, ex 10

Can compose short, simple formulaic notes relating to matters in
areas of immediate need.
Notes, messages and forms: p57, ex 9

Can formulate short, simple notes and messages relating to matters
in areas of immediate need.

Online conversation and discussion: p21, ex 8
A2+:
Can make short descriptive online postings about everyday matters,
social activities and feelings, with simple key details.
Interaction strategies
Turntaking: p15, ex 11, 12; p41, ex 9

Can ask for attention.
Can initiate, maintain and close simple, face-to-face conversation.
Mediation
Mediation activities
Overall mediation: p36, ex 6; p15, ex 11, 12; p42, ex 5, 7; p55, ex 7

Can play a supportive role in interaction, provided other
participants speak/sign slowly and that one or more of the
participants helps them to contribute and to express their
suggestions. Can convey relevant information contained in clearly
structured, short, simple, informational texts, provided the texts
concern concrete, familiar subjects and are formulated in simple
everyday language.
Can use simple words/signs to ask someone to explain something.
Can recognise when difficulties occur and indicate in simple
language the apparent nature of a problem. Can convey the main
point(s) involved in short, simple conversations or texts on
everyday subjects of immediate interest, provided these are
expressed clearly in simple language.
Mediating a text
Relaying specific information in writing: p23, ex 3

Can list (in Language B) specific information contained in simple
texts (in Language A) on everyday subjects of immediate interest
or need.
Explaining data in speech or sign: p14, ex 2; p28, ex 2, 3; p53, ex 3

Can interpret and describe (in Language B) simple visuals on
familiar topics (e.g. a weather map, a basic flow chart) (with text in
Language A), even though pauses, false starts and reformulation
may be very evident.
Processing text in speech or sign: p12, ex 6

Can summarise (in Language B) the point(s) in simple, short
informational texts (in Language A) on familiar topics.

Processing text in writing: p18, ex 3; p32, ex 5; p45, ex 7; p55, ex 6
Can list as a series of bullet points (in Language B) the relevant
information contained in short simple texts (in Language A),
provided the texts concern concrete, familiar subjects and contain
only simple everyday language.
Can pick out and reproduce key words and phrases or short
sentences from a short text within the learner’s limited
competence and experience.
Can use simple language to convey (in Language B) the main
point(s) contained in very short texts (in Language A) on familiar
and everyday themes that contain the highest frequency
vocabulary; despite errors, the text remains comprehensible.
Expressing a personal response to creative texts (including p21, ex 9;

literature):
Can express their reactions to a work, reporting their feelings and
ideas in simple language.
Mediating concepts: collaborating in a group
Facilitating collaborative interaction with peers: p12, ex 7, 8; p21, ex 5; p38, ex 1; p41, ex 9; p53,
Can collaborate in simple, shared tasks, provided other ex 11
participants articulate slowly and one or more people help them
contribute and express their suggestions.
Can collaborate in simple, practical tasks, asking what others
think, making suggestions and understanding responses, provided
they can ask for repetition or reformulation from time to time.
Collaborating to construct meaning: p28, ex 1; p32, ex 9

Can make simple remarks and pose occasional questions to
indicate that they are following.
Can make suggestions in a simple way.
Leading group work
Managing interaction: p16, ex 4

Can give very simple instructions to a co-operative group, given
some help with formulation when necessary.
Encouraging conceptual talk: p12, ex 7, 8; p19, ex 4, 5; p53, ex 4

Can ask what somebody thinks of a certain idea.
Facilitating pluricultural space: p27, ex 11; p53, ex 11; p57, ex 7

Can contribute to an intercultural exchange, using simple
words/signs to ask people to explain things and to get clarification
of what they say, while exploiting a limited repertoire to express
agreement, to invite, to thank, etc.

Acting as an intermediary in informal situations (with friends p55, ex 8, 9
and colleagues:
Can communicate (in Language B) the overall sense of what is
said (in Language A) in everyday situations, following basic
cultural conventions and conveying the essential information,
provided this is articulated clearly and they can ask for repetition
and clarification.
Strategies to simplify a text
Streamlining a text: p21, ex 6; p42, ex 3

Can identify and mark (e.g. underline, highlight) the key sentences
in a short everyday text.
Plurilingual and pluricultural competence

Building on pluricultural repertoire: p19, ex 3–5; p30, ex 2; p55, ex 8, 9
Can recognise and apply basic cultural conventions associated
with everyday social exchanges (e.g. different greetings, rituals).
Can recognise that their behaviour in an everyday transaction may
convey a message different from the one they intend, and can try
to explain this simply.
Communicative language competence

Linguistic competence
General linguistic range: p42, ex 8, 9; p51, ex 10

Can use basic sentence patterns and communicate with
memorised phrases, groups of a few words/signs and formulae
about themselves and other people, what they do, places,
possessions, etc.
Has a limited repertoire of short, memorised phrases covering
predictable survival situations; frequent breakdowns and
misunderstandings occur in non-routine situations.
Vocabulary range: p12, ex 2; p24, ex 4, 6; p29, ex 5–7

Has sufficient vocabulary to conduct routine everyday transactions
involving familiar situations and topics.
Has sufficient vocabulary for the expression of basic
communicative needs.
Grammatical accuracy: p15, ex 5–7, 9, 10; p17, ex 5–7; p19, ex 9, 10;

Uses some simple structures correctly, but still systematically p27, ex 4–7, 9; p28, ex 9, 10; pp 38–39, 3–7;
makes basic mistakes; nevertheless, it is usually clear what they p42, ex 3, 4; p51, ex 4–6; p53, ex 8,9; pp55–56,
are trying to say. ex 4–6
Vocabulary control: p17, ex 11; p20, ex 2; p36, ex 2; p41, ex 5, 6;

Can control a narrow repertoire dealing with concrete, everyday p44, ex 1
needs.

Phonological Control
Overall phonological control: p19, ex 8

Pronunciation is generally clear enough to be understood, but
conversational partners will need to ask for repetition from time to
time. A strong influence from the other language(s) they speak on
stress, rhythm and intonation may affect intelligibility, requiring
collaboration from interlocutors.
Sound articulation: p19, ex 6–8; p27, ex 8, 10; p53, ex 10

Pronunciation is generally intelligible when communicating in
simple everyday situations, provided the interlocutor makes an
effort to understand specific sounds.
Systematic mispronunciation of phonemes does not hinder
intelligibility, provided the interlocutor makes an effort to recognise
and adjust to the influence of the speaker’s language background
on pronunciation.
Prosodic features: p17, ex 8–10; p31, ex 6, 7; p39, ex 8, 9; p41,

Can use the prosodic features of everyday words and phrases ex 7–9; p51, ex 7–9
intelligibly, in spite of a strong influence on stress, intonation
and/or rhythm from the other language(s) they speak.
Prosodic features (e.g. word stress) are adequate for familiar
everyday words and simple utterances.
Sociolinguistic competence
Sociolinguistic appropriateness: p19, ex 11; p36, ex 1; p42, ex 10

Can perform and respond to basic language functions, e.g.
information exchange and requests, and express opinions and
attitudes in a simple way.
Can socialise simply but effectively using the simplest common
expressions and following basic routines.
Pragmatic competence
Flexibility: p32, ex 6
Can adapt well-rehearsed, memorised, simple phrases to
particular circumstances through limited lexical substitution.
Thematic development: p39, ex 11

Can tell a story or describe something in a simple list of points.
Can give an example of something in a very simple text using
“like” or “for example”.
Coherence and cohesion: p32, ex 7

Can use the most frequently occurring connectors to link simple
sentences in order to tell a story or describe something as a
simple list of points.

Propositional precision: p41, ex 10
Can communicate what they want to say in a simple and direct
exchange of limited information on familiar and routine matters,
but in other situations they generally have to compromise the
message.
Fluency: p15, ex 11, 12

Can construct phrases on familiar topics with sufficient ease to
handle short exchanges, despite very noticeable hesitation and
false starts.

Framework level B1 (Units 5–12)
Communicative activities
Reception (spoken)
Descriptor Student’s Book activities

Overall oral comprehension: p86, ex 2; p146, ex 2
Can understand straightforward factual information about common
everyday or job-related topics, identifying both general messages
and specific details, provided people articulate clearly in a generally
familiar variety.
Can understand the main points made in clear standard language
or a familiar variety on familiar matters regularly encountered at
work, school, leisure, etc., including short narratives.
Understanding conversation between other people: p63, ex 6; p66, ex 3; p78, ex 2; p88, ex 3–5;
Can follow much of everyday conversation and discussion, provided p100, ex 5, 4; pp124–125, ex 2, 3
it is clearly articulated in standard language or in a familiar variety.
Can generally follow the main points of extended discussion around
them, provided it is clearly articulated in standard language or a
familiar variety.
Understanding audio (or signed) media and recordings: p64, ex 4, 5; p74, ex 2, 3; pp76–77, ex4, 5;
Can understand the main points of news bulletins and simpler p112, ex 2, 3; p122, ex 2, 3; p149, ex 5, 6
recorded material about familiar subjects delivered relatively slowly
and clearly.
Can understand the main points and important details in stories and
other narratives (e.g. a description of a holiday), provided the
delivery is slow and clear.
Audio-visual comprehension
Watching TV, film and video: p59, ex 2; p 66, ex 5, 6; p71, ex 2; p78, ex 4, 5;

Can understand a large part of many TV programmes on topics of p83, ex 2; p90, ex 2, 3; p95, ex 2; p103, ex 3, 4;
personal interest such as interviews, short lectures and news p114, ex 2; p119, ex 2; p127, ex 3; p131, ex 2;
reports when the delivery is relatively slow and clear. p138, ex 2; p143, ex 2; p151, ex 5
Can catch the main points in TV programmes on familiar topics
when the delivery is relatively slow and clear.
Reading comprehension
Overall reading comprehension: p81, ex 7; p108, ex 3

Can read straightforward factual texts on subjects related to their
field of interest with a satisfactory level of comprehension.
Reading correspondence: p62, ex 2, 3; pp68–69, ex 2, 3, 9, 11; pp80–81,

Can understand straightforward personal letters, e-mails or postings ex 2, 3, 10; p86, ex 2; p110, ex 2
giving a relatively detailed account of events and experiences.
Can understand standard formal correspondence and online
postings in their area of professional interest.

Reading for orientation: p60, ex 2; p72, ex 3; pp80–81, ex 3, 5; p84, ex
Can scan longer texts in order to locate desired information, and 3; p90, ex 4; p92, ex 2, 3; p96, ex 2; pp104–105,
gather information from different parts of a text, or from different ex 2, 3, 11; p116, ex 1, 4; p128, ex 2; p132, ex
texts in order to fulfil a specific task. 4; p134, ex 2; p140, ex 2, 3, 11; p151, ex 6;
pp152–153, ex 3, 7, 12
Can scan through straightforward, factual texts in magazines,
brochures or on the web, identify what they are about and decide
whether they contain information that might be of practical use.
Can find and understand relevant information in everyday material,
such as letters, brochures and short official documents.
Can assess whether an article, report or review is on the required
topic.
Can understand the important information in simple, clearly drafted
adverts in newspapers or magazines, provided there are not too
many abbreviations.
Reading for information & argument: p60, ex 5, 6; p67, ex 7; p72, ex 5; p76, ex 3;

Can understand straightforward, factual texts on subjects relating to p78, ex 6; p84, ex 4, 6, 7; p90, ex 4; p93, ex 4,
their interests or studies. 6, 11; p96, ex 3; p102, ex 2, 5; p105, ex 4,11;
p108, ex 4, 5; p111, ex 3; p114, ex 3; p117, ex
Can understand short texts on subjects that are familiar or of 5, 6, 12; p122, ex 2, 3; p128, ex 3, 4; p132, ex 5,
current interest, in which people give their points of view (e.g. 6; p134, ex 3; p138, ex 3, 4; p144, ex 4, 5; p150,
critical contributions to an online discussion forum or readers’ letters ex 3
to the editor).
Can identify the main conclusions in clearly signalled argumentative
texts.
Can recognise the line of argument in the treatment of the issue
presented, though not necessarily in detail.
Can recognise significant points in straightforward news articles on
familiar subjects.
Can understand most factual information that they are likely to
come across on familiar subjects of interest, provided they have
sufficient time for rereading.
Can understand the main points in descriptive notes such as those
on museum exhibits and explanatory boards in exhibitions.
Reading instructions: p80, ex 4; p148, ex 4

Can understand instructions and procedures in the form of a
continuous text, for instance in a manual, provided they are familiar
with the type of process or product concerned.
Reading as a leisure activity: p98, ex 4; p120, ex 3; pp128–129, ex 3, 9

Can read newspaper/magazine accounts of films, books, concerts,
etc. produced for a wider audience and understand the main points.
Can understand descriptions of places, events, explicitly expressed
feelings and perspectives in narratives, guides and magazine
articles that employ high frequency everyday language.
Can follow the plot of stories, simple novels and comics with a clear
linear storyline and high frequency everyday language, given
regular use of a dictionary.

Reception strategies
Identifying cues and inferring (spoken, signed and written): p60, ex 3, 4; p72, ex 4; p78, ex 1; p84, ex 5;
Can exploit different types of connectors (numerical, temporal, p108, ex 4, 5; p120, ex 6; p127, ex 5; p132, ex
logical) and the role of key paragraphs in the overall organisation in 3; p141, ex 7; p144, ex 3;p151, ex 8; p152, ex 4
order to better understand the argumentation in a text.
Can extrapolate the meaning of a section of a text by taking into
account the text as a whole.
Can identify the meaning of unfamiliar words/signs from the context
on topics related to their field and interests.
Can extrapolate the meaning of occasional unknown words/signs
from the context and deduce sentence meaning, provided the topic
discussed is familiar.
Can make basic inferences or predictions about text content from
headings, titles or headlines.
Can deduce the probable meaning of unknown words/signs in a text
by identifying their constituent parts (e.g. identifying roots, lexical
elements, suffixes and prefixes).
Production
Production activities
Overall oral production: p99, ex 11

Can reasonably fluently sustain a straightforward description of one
of a variety of subjects within their field of interest, presenting it as a
linear sequence of points.
Sustained monologue: describing experience: p98, ex 3; p120, ex 7, 8; p123, ex 11; p124, ex

Can clearly express feelings about something experienced and give 1; p126, ex 4
reasons to explain those feelings.
Can give straightforward descriptions on a variety of familiar
subjects within their field of interest.
Can give detailed accounts of experiences, describing feelings and
reactions.
Can narrate a story.
Sustained monologue: giving information: p72, ex 7; p84, ex 8

Can explain the main points in an idea or problem with reasonable
precision.
Can report straightforward factual information on a familiar topic, for
example to indicate the nature of a problem or to give detailed
directions, provided they can prepare beforehand.
Written Production
Overall written production: p64, ex 3; p93, ex 6, 7; p147, ex 7

Can produce straightforward connected texts on a range of familiar
subjects within their field of interest, by linking a series of shorter
discrete elements into a linear sequence.

Creative writing: p69, ex 7, 8;p93, ex 9; p117, ex 7, 10; p125, ex
Can clearly signal chronological sequence in narrative text. 8; p129, ex 7
Can give a simple review of a film, book or TV programme using a
limited range of language.
Can give straightforward, detailed descriptions on a range of
familiar subjects within their field of interest.
Can give accounts of experiences, describing feelings and
reactions in simple, connected text.
Reports and essays: p141, ex 9

Can produce very brief reports in a standard conventionalised
format, which pass on routine factual information and state reasons
for actions.
Planning: p69, ex 5; p93, ex 8

Can rehearse and try out new combinations and expressions,
inviting feedback.
Can work out how to communicate the main point(s) they want to
get across, exploiting any resources available and limiting the
message to what they can recall or find the means to express.
Interaction
Interaction activities: Oral interaction
Overall oral interaction: p69, ex 1; p71, ex 3; p88, ex 1; p92, ex 1; p110,

Can communicate with some confidence on familiar routine and ex 1; p114, ex 3; p119, ex 3; p120, ex 7; p131,
non-routine matters related to their interests and professional field. ex 3; p132, ex 1; p149, ex 7; p151, ex 1, 2, 4
Can exchange, check and confirm information, deal with less
routine situations and explain why something is a problem.
Can express thoughts on more abstract, cultural topics such as
films, books, music, etc.
Can enter unprepared into conversation on familiar topics, and
express personal opinions and exchange information on topics that
are familiar, of personal interest or pertinent to everyday life (e.g.
family, hobbies, work, travel and current events).
Conversation: p72, ex 1; p76, ex 1; p108, ex 1; p126, ex 1;

Can start up a conversation and help keep it going by asking people p127, ex 9; p128, ex 1
relatively spontaneous questions about a special experience or
event, expressing reactions and opinions on familiar subjects.
Can enter unprepared into conversations on familiar topics.
Can maintain a conversation or discussion but may sometimes be
difficult to follow when trying to express exactly what they would like
to.
Can express and respond to feelings such as surprise, happiness,
sadness, interest and indifference.

Informal discussion (with friends): p59, ex 1, 3; p60, ex 7, 8; p66, ex 4; p71, ex 1;
Can follow much of what is said around them on general topics, p74, ex 1; p77, ex 10; p78, ex 3, 6; p83, ex 1;
provided interlocutors avoid very idiomatic usage and articulate p86, ex 1; p89, 6; p90, ex 1; p95, ex 1; p96, ex
clearly. 1, 7, 8; p98, ex 1; p102, ex 1; p107, ex 1; p113,
ex 5; pp116–117, ex 2, 8; p119, ex 1; p120, ex
Can express their thoughts about abstract or cultural topics such as 1; p122, ex 1; p126, ex 1; p131, ex 1; p134, ex
music or films. 1; p138, ex 1, 5; p153, ex 8
Can explain why something is a problem.
Can give brief comments on the views of others.
Can compare and contrast alternatives, discussing what to do,
where to go, who or which to choose, etc.
Can generally follow the main points in an informal discussion with
friends provided they articulate clearly in standard language or a
familiar variety.
Can give or seek personal views and opinions in discussing topics
of interest.
Can make their opinions and reactions understood as regards
solutions to problems or practical questions of where to go, what to
do, or how to organise an event (e.g. an outing).
Can express beliefs, opinions and agreement and disagreement
politely.
Goal-oriented co-operation (e.g. cooking together, discussing p73, ex 8; p108, ex 8; p132, ex 7; p153, ex 9
a document, organising an event, etc.):
Can explain why something is a problem, discuss what to do next,
and compare and contrast alternatives.
Can give brief comments on the views of others.
Can make their opinions and reactions understood as regards
possible solutions or the question of what to do next, giving brief
reasons and explanations.
Obtaining goods and services: p79, ex 11

Can deal with most transactions likely to arise while travelling,
arranging travel or accommodation, or dealing with authorities
during a foreign visit.
Information exchange: p65, ex 8; p78, ex 6; p89, ex 12; p113, ex 10;

Can exchange, check and confirm accumulated factual information p120, ex 9; p125, ex 5, 9
on familiar routine and non-routine matters within their field with
some confidence.
Can summarise and give their opinion about a short story, article,
talk, discussion, interview or documentary and answer further
questions of detail.
Can find out and pass on straightforward factual information.
Can obtain more detailed information.
Can offer advice on simple matters within their field of experience.

Interviewing and being interviewed: p72, ex 6; p108, ex 7; p113, ex 5; p147, ex 6;
Can carry out a prepared interview, checking and confirming p152, ex 1
information, though they may occasionally have to ask for repetition
if the other person’s response is rapid or extended.
Can describe symptoms in a simple way and ask for advice when
using health services, and can understand the answer, provided
this is given clearly in everyday language.
Can use a prepared questionnaire to carry out a structured
interview, with some spontaneous follow-up questions.
Written interaction
Overall written interaction: p87, ex 9; p105, ex 9

Can convey information and ideas on abstract as well as concrete
topics, check information, and ask about or explain problems with
reasonable precision.
Can compose personal letters and notes asking for or conveying
simple information of immediate relevance, getting across the point
they feel to be important.
Correspondence: p69, ex 9; p81, ex 8; p153, ex 10

Can compose basic formal e-mails/letters (e.g. to make a complaint
and request action).
Can compose basic e-mails/letters of a factual nature (e.g. to
request information or to ask for and give confirmation).
Notes, messages and forms: p69, ex 3; p81, ex 7; p123, ex 10

Can take messages communicating enquiries and explaining
problems.
Can formulate notes conveying simple information of immediate
relevance to friends, service people, teachers and others who
feature in their everyday life, getting across comprehensibly the
points they feel are important.
Online conversation and discussion: p151, ex 9

Can engage in real-time online exchanges with more than one
participant, recognising the communicative intentions of each
contributor, but may not understand details or implications without
further explanation.
Interaction strategies
Co-operating: p60, ex 1; p103, ex 10; p108, ex 8

Can exploit a basic repertoire of language and strategies to help
keep a conversation or discussion going.
Can summarise the point reached in a discussion and so help focus
the argument.
Can repeat back part of what someone has said to confirm mutual
understanding and help keep the development of ideas on course.

Asking for clarification: p75, ex 9; p129, ex 9
Can ask for further details and clarifications from other group
members in order to move a discussion forward.
Can ask someone to clarify or elaborate what they have just said.
Mediation
Mediation activities
Overall mediation: p90, ex 6, 8; p93, ex 9

Can introduce people from different backgrounds, showing
awareness that some questions may be perceived differently, and
invite other people to contribute their expertise and experience as
well as their views. Can convey information given in clear, well-
structured informational texts on subjects that are familiar or of
personal or current interest, although lexical limitations cause
difficulty with formulation at times.
Mediating a text
Relaying specific information in speech or sign: p76, ex 3

Can relay (in Language B) specific information given in
straightforward informational texts (e.g. leaflets, brochure entries,
notices and letters or e-mails) (in Language A).
Relaying specific information in writing: p103, ex 6, 7

Can relay in writing (in Language B) specific information points
contained in texts delivered (in Language A) on familiar subjects
(e.g. calls, announcements and instructions).
Explaining data in speech or sign: p76, ex 2; p88, ex 2; p112, ex 1

Can interpret and describe (in Language B) overall trends shown
in simple diagrams (e.g. graphs, bar charts) (with text in Language
A), even though lexical limitations cause difficulty with formulation
at times.
Explaining data in writing: p141, ex 4, 7, 9

Can describe in simple sentences (in Language B) the main facts
shown in visuals on familiar topics (e.g. a weather map, a basic
flow chart) (with text in Language A).
Processing text in speech or sign: p60, ex 8; p95, ex 3; p96, ex 4, 5; p135, ex 9

Can summarise simply (in Language B) the main information
content of straightforward texts (in Language A) on familiar
subjects (e.g. a short record of an interview, magazine article,
travel brochure).
Can summarise (in Language B) the main points made during a
conversation (in Language A) on a subject of personal or current
interest, provided people articulated clearly.
Can summarise (in Language B) the main points or events in TV
programmes and video clips (in Language A), provided they can
view them several times.

Processing text in writing: p96, ex 6; p100, ex 5, 6
Can summarise in writing (in Language B) the main points made in
straightforward, informational texts (in Language A) on subjects
that are of personal or current interest, provided oral texts are
clearly articulated.
Translating a written text in speech or sign: p66, ex 1

Can provide oral translation (into Language B) of texts (written in
Language A) containing information and arguments on subjects
within their fields of professional, academic and personal interest,
provided they are written in uncomplicated, standard language.
Note-taking (lectures, seminars, meetings, etc.): p77, ex 5; p103, ex 10; p125, ex 3; p141, ex 8;
Can take notes during a lecture which are precise enough for their p149, ex 5
own use at a later date, provided the topic is within their field of
interest and the lecture is clear and well structured.
Can take notes as a list of key points during a straightforward
lecture, provided the topic is familiar, and the lecture is both
formulated in simple language and articulated clearly.
Can note down routine instructions in a meeting on a familiar
subject, provided these are formulated in simple language and
they are given sufficient time to do so.
Expressing a personal response to creative texts (including p121, ex 9

literature):
Can relate events in a story, film or play to similar events they
have experienced or heard about.
Mediating concepts: collaborating in a group
Facilitating collaborative interaction with peers: p67, ex 8–10; p73, ex 8; p80, ex 1; p84, ex 1; p90,
Can collaborate on a shared task, e.g. formulating and responding ex 6, 8; p104, ex 1; p115, ex 8, 9; p123, ex 10;
to suggestions, asking whether people agree, and proposing p127, ex 8; p139, ex 8; p141, ex 8; p144, ex 1;
alternative approaches. p146, ex 1; p147, ex 11; pp148–149, ex 1, 11;
pp152–153, ex 2, 5, 9
Can collaborate in simple, shared tasks and work towards a
common goal in a group by asking and answering straightforward
questions.
Can define the task in basic terms in a discussion and ask others
to contribute their expertise and experience.
Can invite other people in a group to contribute their views.
Collaborating to construct meaning: p96, ex 7, 8; p93, ex 5; p126, ex 2; p132, ex 7, 8

Can organise the work in a straightforward collaborative task by
stating the aim and explaining in a simple manner the main issue
that needs to be resolved.
Can use questions, comments and simple reformulations to
maintain the focus of a discussion.
Can ask a group member to give the reason(s) for their views.

Leading group work
Managing interaction: p141, ex 8; pp152–153

Can allocate turns in a discussion, inviting a participant to express
their views.
Can give simple, clear instructions to organise an activity.
Encouraging conceptual talk: p69, ex 6; p72, ex 7; p79, ex 11; p84, ex 9, 10;

Can ask people to elaborate on specific points they made in their p111, ex 4; p129, ex 9; p138, ex 4; p147, ex 11
initial explanation.
Can ask appropriate questions to check understanding of
concepts that have been explained.
Can ask questions to invite people to clarify their reasoning.
Can ask why someone thinks something, or how they think
something would work.
Facilitating pluricultural space: p64, ex 1; p67, ex 7; p75, ex 9; p90, ex 9; p93, ex

Can support communication across cultures by initiating 7; p99, ex 10; p111, ex 8; p114, ex 1; p151, ex 4
conversation, showing interest and empathy by asking and
answering simple questions, and expressing agreement and
understanding.
Can act in a supportive manner in intercultural encounters,
recognising the feelings and different worldviews of other
members of the group.
Can support an intercultural exchange using a limited repertoire to
introduce people from different cultural backgrounds and to ask
and answer questions, showing awareness that some questions
may be perceived differently in the cultures concerned.
Can help develop a shared communication culture, by exchanging
information in a simple way about values and attitudes to
language and culture.
Acting as an intermediary in informal situations (with friends p108, ex 6

and colleagues:
Can communicate (in Language B) the main sense of what is said
(in Language A) on subjects of personal interest, while following
important politeness conventions, provided the interlocutors
articulate clearly and they can ask for clarification and pause to
plan how to express things.
Facilitating communication in delicate situations and p115, ex 8, 9

disagreements:
Can demonstrate their understanding of the key issues in a
disagreement on a topic familiar to them and make simple
requests for confirmation and/or clarification.
Strategies to explain a new concept
Linking to previous knowledge: p63, ex 13; p67, ex 9, 10; p81, ex 5, 6; p105, ex 5;

Can explain how something works by providing examples that p151, ex 7
draw on people’s everyday experiences.
Can show how new information is related to what people are
familiar with by asking simple questions.

Adapting language: p153, ex 6
Can paraphrase short passages in a simple fashion, using the
original order of the text.
Breaking down complicated information: p79, ex 11

Can make a set of instructions easier to understand by repeating
them slowly, a few words/signs at a time, employing verbal and
non-verbal emphasis to facilitate understanding.
Strategies to simplify a text
Amplifying a dense test: p115, ex 3

Can make an aspect of an everyday topic clearer by providing
simple examples.
Streamlining a text: p80, ex 2; p90, ex 4; p104, ex 2; p120, ex 4; p141,

Can identify and mark (e.g. underline, highlight) the essential ex 5; p144, ex 5
information in a straightforward, informational text, in order to pass
this information on to someone else.
Plurilingual and pluricultural competence

Building on pluricultural repertoire: p66, ex 2; p83, ex 3; p91, ex 5; p107, ex 3; p115,
Can generally respond appropriately to the most commonly used ex 8, 9; p126, ex 2; p151, ex 6
cultural cues.
Can explain features of their own culture to members of another
culture or explain features of the other culture to members of their
own culture.
Can explain in simple terms how their own values and behaviours
influence their views of other people’s values and behaviours.
Can discuss in simple terms the way in which things that may look
“strange” to them in another sociocultural context may well be
“normal” for the other people concerned.
Plurilingual comprehension: p127, ex 5; p144, ex 1

Can deduce the message of a text by exploiting what they have
understood from texts on the same theme in different languages
(e.g. news in brief, museum brochures, online reviews).
Can use their knowledge of contrasting grammatical structures
and functional expressions of languages in their plurilingual
repertoire in order to support comprehension.

Communicative language competence
Linguistic competence
General linguistic range: p111, ex 8; p117, ex 9; p125, ex 4

Has a sufficient range of language to describe unpredictable
situations, explain the main points in an idea or problem with
reasonable precision and express thoughts on abstract or cultural
topics such as music and film.
Has enough language to get by, with sufficient vocabulary to
express themselves with some hesitation and circumlocutions on
topics such as family, hobbies and interests, work, travel and
current events, but lexical limitations cause repetition and even
difficulty with formulation at times.
Vocabulary range: p64, ex 2; p105, ex7, 8; p108, ex 7; p117, ex 10;

Has a good range of vocabulary related to familiar topics and p120, ex 5; p140, ex 1
everyday situations.
Has sufficient vocabulary to express themselves with some
circumlocutions on most topics pertinent to their everyday life such
as family, hobbies and interests, work, travel and current events.
Grammatical accuracy: p63, ex 4–10, 13; pp64–65, ex 6–8, p69, ex 4,

Communicates with reasonable accuracy in familiar contexts; 5; p75, ex 4–6, 9, 10; p81, ex 6; p86, ex 3–6, 10;
generally good control, though with noticeable mother-tongue p89, 7, 8, 10, 11; p99, ex 5–7, 9, 10; p101, ex 7–
influence. Errors occur, but it is clear what they are trying to 9; pp104–105 , ex 3, 4,7, 8; p111, ex 5–7; p113,
express. ex 6, 7; p123, ex 5–7, 9; p125, ex 6, 7, 8; p135,
4–6; p141, ex 7; pp146–147 , ex 3–5, 7; p149,
Uses reasonably accurately a repertoire of frequently used ex 8, 9, 11
“routines” and patterns associated with more predictable
situations.
Vocabulary control: p60, ex 3, 4; p72, ex 2; p77, ex 8, 9; p84, ex 2;

Shows good control of elementary vocabulary but major errors still p89, ex 5; p98, ex 2; p100, ex 2, 3; p108, ex 2;
occur when expressing more complex thoughts or handling p113, ex 4; p120, ex 2; p126, ex 1; pp128–129,
unfamiliar topics and situations. ex 5, 6; p132, ex 2; p144 ,ex 2; p148, ex 2, 3
Uses a wide range of simple vocabulary appropriately when
discussing familiar topics.
Phonological Control
Overall phonological control: p78, ex 9; p87, ex 7, 8

Pronunciation is generally intelligible; intonation and stress at both
utterance and word levels do not prevent understanding of the
message. Accent is usually influenced by the other language(s)
they speak.
Sound articulation: p65, ex 9–11, p75, ex 7, 8; p78, ex 7, 8, 10;

Is generally intelligible throughout, despite regular p89, ex 9, 10; p99, ex 8; p103, ex 8, 9; p113,
mispronunciation of individual sounds and words they are less ex 8, 9; p115, ex 6, 7; p123, ex 7, 8; p127, ex
familiar with. 6, 7; p139, ex 6, 7; p147, ex 8–10; p149, ex 10
Prosodic features: p63, ex 11, 12; p78, ex 9; p91, ex 7; p135, ex

Can convey their message in an intelligible way in spite of a strong 7, 8
influence on stress, intonation and/or rhythm from the other
language(s) they speak.

Sociolinguistic competence
Sociolinguistic appropriateness: p67, ex 11; p81, ex 6; p91, ex 8, 9; p115, ex 4,

Can perform and respond to a wide range of language functions, 5; p116, ex 5; p127, ex 8; p139, ex 8
using their most common exponents in a neutral register.
Is aware of the salient politeness conventions and acts
appropriately.
Is aware of, and looks out for signs of, the most significant
differences between the customs, usages, attitudes, values and
beliefs prevalent in the community concerned and those of their
own community.
Pragmatic competence
Flexibility: p67, ex 11; p127, ex 8; p151, ex 9

Can adapt their expression to deal with less routine, even difficult,
situations.
Can exploit a wide range of simple language flexibly to express
much of what they want.
Turntaking: p96, ex 7, 8; p115, ex 9; p144, ex 6;

Can initiate, maintain and close simple face-to-face conversation
on topics that are familiar or of personal interest.
Thematic development: p65, ex 12; p105, ex 9; p135, ex 9

Can develop an argument well enough to be followed without
difficulty most of the time.
Shows awareness of the conventional structure of the text type
concerned when communicating their ideas.
Coherence and cohesion: p69, ex 9; p81, ex 8; p93, ex 9; p129, ex 7;

Can link a series of shorter, discrete simple elements into a p141, ex 9; p153, ex 10
connected, linear sequence of points.
Can form longer sentences and link them together using a limited
number of cohesive devices, e.g. in a story.
Can make simple, logical paragraph breaks in a longer text.
Propositional precision: p64, ex 3; p67, ex 11; p84, ex 9, 10; p103, ex

Can explain the main points in an idea or problem with reasonable 7; p105, ex 11; p108, ex 1; p117, ex 12; p141,
precision. ex 11; p153, ex 12
Can convey simple, straightforward information of immediate
relevance, getting across the point they feel is most important.
Can express the main point they want to make comprehensibly.
Fluency: p65, ex 12
Can keep going comprehensibly, even though pausing for
grammatical and lexical planning and repair is very evident,
especially in longer stretches of free production.

Unit 1 All about me
Unit opener (page 11)
Component Skill descriptor Exercise

Overall spoken Interaction Can communicate in simple and routine tasks requiring 1
a simple and direct exchange of information on familiar
and routine matters to do with work and free time. Can
handle very short social exchanges but is rarely able to
understand enough to keep conversation going of their
own accord.
Watching TV, film and video Can follow changes of topic of factual TV news items, 2
and form an idea of the main content.
Informal discussion (with friends) Can exchange opinions and compare things and 3
people using simple language.
1A Knowing me, knowing you (pages 12–13)

Informal discussion (with friends) Can agree and disagree with others. 1
Can exchange opinions and compare things and
Vocabulary range Has sufficient vocabulary for the expression of basic 2
Identifying cues and inferring Can exploit their recognition of known words/signs to
(spoken, signed and written) deduce the meaning of unfamiliar words/signs in short
expressions used in routine everyday contexts.
Reading for information and Can understand texts describing people, places, 3–5
argument everyday life and culture, etc., provided they use simple
language.
Can understand a short factual description or report
within their own field, provided simple language is used
and that it does not contain unpredictable detail.
Processing text in speech or sign Can summarise (in Language B) the point(s) in simple, 6
short informational texts (in Language A) on familiar
topics.
Facilitating collaborative Can collaborate in simple, shared tasks, provided other 7, 8
interaction with peers participants articulate slowly and one or more people
help them contribute and express their suggestions.
Encouraging conceptual talk Can ask what somebody thinks of a certain idea.
1B How often do you go out? (pages 14–15)

Conversation Can converse in simple language with peers, 1
colleagues or members of a host family, asking
questions and understanding answers relating to most
routine matters.
Can state what they like and dislike.
Explaining data in speech or sign Can interpret and describe (in Language B) simple 2
visuals on familiar topics (e.g. a weather map, a basic
flow chart) (with text in Language A), even though
pauses, false starts and reformulation may be very
evident.

Understanding conversation Can generally identify the topic of discussion around 3, 4
between other people them when it is conducted slowly and clearly.
Grammatical accuracy Uses some simple structures correctly, but still 5–7, 9, 10
systematically makes basic mistakes; nevertheless, it is
usually clear what they are trying to say.
Overall written production Can produce a series of simple phrases and sentences 8, 11
linked with simple connectors like “and”, “but” and
“because”.
Turntaking Can initiate, maintain and close simple, face-to-face 11, 12
conversation.
Fluency Can construct phrases on familiar topics with sufficient
ease to handle short exchanges, despite very
noticeable hesitation and false starts.
Overall mediation Can convey the main point(s) involved in short, simple 11, 12
conversations or texts on everyday subjects of
immediate interest, provided these are expressed
clearly in simple language.
1C My best self (pages 16–17)

Informal discussion (with friends) Can generally identify the topic of discussion around 1
them when it is conducted slowly and clearly.
Understanding audio (or signed) Can understand in an interview what people say they 2, 3
media and recordings do in their free time, what they particularly like doing
and what they do not like doing, provided they speak
slowly and clearly.
Managing interaction Can give very simple instructions to a co-operative 4
group, given some help with formulation when
necessary.
Grammatical accuracy Uses some simple structures correctly, but still 5–7
systematically makes basic mistakes; nevertheless, it
is usually clear what they are trying to say.
Prosodic features Can use the prosodic features of everyday words and 8–10
phrases intelligibly, in spite of a strong influence on
stress, intonation and/or rhythm from the other
Vocabulary control Can control a narrow repertoire dealing with concrete, 11
everyday needs.
Sustained monologue: describing Can describe people, places and possessions in 12
experience simple terms.
1D Talking to people you don’t know (pages 18–19)

Watching TV, film and video Can follow changes of topic of factual TV news items, 2, 3
Building on pluricultural repertoire Can recognise and apply basic cultural conventions 3–5
associated with everyday social exchanges (e.g.
different greetings, rituals).

Processing text in writing Can list as a series of bullet points (in Language B) the 3
relevant information contained in short simple texts (in
Language A), provided the texts concern concrete,
familiar subjects and contain only simple everyday
language.
Encouraging conceptual talk Can ask what somebody thinks of a certain idea. 4, 5
Sound articulation Pronunciation is generally intelligible when 6–8
communicating in simple everyday situations, provided
the interlocutor makes an effort to understand specific
sounds.
Overall phonological control Pronunciation is generally clear enough to be 8
understood, but conversational partners will need to
ask for repetition from time to time. A strong influence
from the other language(s) they speak on stress,
rhythm and intonation may affect intelligibility, requiring
collaboration from interlocutors.
Grammatical accuracy Uses some simple structures correctly, but still 9, 10
Information exchange Can ask for and provide personal information. 11
Can understand enough to manage simple, routine
exchanges without undue effort.
Sociolinguistic appropriateness Can socialise simply but effectively using the simplest
common expressions and following basic routines.
Overall oral production Can give a simple description or presentation of 12
people, living or working conditions, daily routines.
likes/dislikes, etc. as a short series of simple phrases
and sentences linked into a list.
1E Me in a few words (pages 20–21)

Informal discussion (with friends) Can make and respond to suggestions. 1
Can agree and disagree with others.
everyday needs.
Identifying cues and inferring Can exploit format, appearance and typographic 3–5
(spoken, signed and written features in order to identify the type of text: news story,
promotional text, article, textbook, chat or forum, etc.
Reading as a leisure activity Can understand short narratives and descriptions of
someone’s life composed in simple language.
Facilitating collaborative Can collaborate in simple, practical tasks, asking what 5
interaction with peers others think, making suggestions and understanding
responses, provided they can ask for repetition or
reformulation from time to time.
Streamlining a text Can identify and mark (e.g. underline, highlight) the key 6
sentences in a short everyday text
Creative writing Can produce a series of simple phrases and sentences 7
about their family, living conditions, educational
background, or present or most recent job.
Online conversation and Can make short descriptive online postings about 8
discussion everyday matters, social activities and feelings, with
simple key details. (A2+)

Planning Can recall and rehearse an appropriate set of phrases
from their repertoire.
Expressing a personal response to Can express their reactions to a work, reporting their 10
creative texts (including literature) feelings and ideas in simple language.
Unit 2 Memory

Relaying specific information in Can list (in Language B) specific information contained 3
writing in simple texts (in Language A) on everyday subjects of
immediate interest or need.
2A How to improve your memory (pages 24–25)

Overall oral interaction Can communicate in simple and routine tasks requiring 1
understand enough to keep going of their own accord.
Reading for orientation Can find specific information in practical, concrete, 2
predictable texts (e.g. travel guidebooks, recipes),
provided they are produced in simple language.
Reading for information & Can follow the general outline of a news report on a 3
argument familiar type of event, provided the contents are familiar
and predictable.
Vocabulary range Has sufficient vocabulary for the expression of basic 4, 6
Identifying cues and inferring Can use an idea of the overall meaning of short texts 5
(spoken, signed and written) and utterances on everyday topics of a concrete type to
derive the probable meaning of unknown words/signs
from the context.
Information exchange Can communicate in simple and routine tasks requiring 7
a simple and direct exchange of information.
2B Childhood memories (pages 26–27)

Conversation Can state what they like and dislike. 1, 7
Can participate in short conversations in routine
contexts on topics of interest.
Understanding audio (or signed) Can understand the important points of a story and 2, 3
media and recordings manage to follow the plot, provided the story is told
slowly and clearly.
Grammatical accuracy Uses some simple structures correctly, but still 4–7, 9

Overall written interaction Can compose short, simple formulaic notes relating to 7
matters in areas of immediate need.
Sound articulation Systematic mispronunciation of phonemes does not 8, 10
hinder intelligibility, provided the interlocutor makes an
effort to recognise and adjust to the influence of the
speaker’s language background on pronunciation.
Facilitating pluricultural space Can contribute to an intercultural exchange, using 11
simple words/signs to ask people to explain things and
to get clarification of what they say, while exploiting a
limited repertoire to express agreement, to invite, to
thank, etc.
2C How to remember new things (pages 28–29)

Collaborating to construct meaning Can make simple remarks and pose occasional 1
questions to indicate that they are following.
Can make suggestions in a simple way.
Explaining data in speech or sign Can interpret and describe (in Language B) simple 2, 3
evident.
Understanding audio (or signed) Can understand and extract the essential information 4, 5
media and recordings from short, recorded passages dealing with predictable
everyday matters which are delivered slowly and
clearly.
Vocabulary range Has sufficient vocabulary to conduct routine everyday 5–7
transactions involving familiar situations and topics.
Interviewing and being interviewed Can answer simple questions and respond to simple 8, 11
statements in an interview.
2D Showing interest when listening (pages 30–31)

Conversation Can converse in simple language with peers, 1, 2
routine matters.
Can participate in short conversations in routine
Building on pluricultural repertoire Can recognise and apply basic cultural conventions 2
associated with everyday social exchanges (e.g.
different greetings, rituals).
Watching TV, film and video Can follow a TV commercial or a trailer for or scene 3
from a film, understanding what topic(s) are concerned,
provided the images are a great help in understanding
and the delivery is clear and relatively slow.
Reading for information & Can understand a short factual description or report 4
argument within their own field, provided simple language is used
Goal-oriented co-operation (e.g. Can indicate when they are following and can be made 5, 8
cooking together, discussing a to understand what is necessary, if the interlocutor
document, organising an event, takes the trouble.
etc.)

Prosodic features Can use the prosodic features of everyday words and 6, 7
Information exchange Can ask and answer questions about pastimes and 8
past activities.
2E A happy memory (pages 32–33)

Sustained monologue: describing Can tell a story or describe something in a simple list of 1, 2
experience points.
Can give short, basic descriptions of events and
activities.
Reading as a leisure activity Can understand enough to read short, simple stories 3, 4, 9
and comic strips involving familiar, concrete situations
described in high frequency everyday language.
Processing text in writing Can pick out and reproduce key words and phrases or 5
short sentences from a short text within the learner’s
limited competence and experience.
Grammatical accuracy Can adapt well-rehearsed, memorised, simple phrases 6
to particular circumstances through limited lexical
substitution.
Flexibility Can adapt well-rehearsed, memorised, simple phrases
to particular circumstances through limited lexical
substitution.
Creative writing Can tell a simple story (e.g. about events on a holiday 7
or about life in the distant future).
Coherence and cohesion Can use the most frequently occurring connectors to
link simple sentences in order to tell a story or describe
something as a simple list of points.
Collaborating to construct meaning Can make suggestions in a simple way. 9
Unit 3 Food for thought

Informal discussion (with friends) Can generally identify the topic of discussion around 1, 3
3A Favourite dishes (pages 36–37)

Sociolinguistic appropriateness Can perform and respond to basic language functions, 1
e.g. information exchange and requests, and express
opinions and attitudes in a simple way.

everyday needs.
Reading for information & Can identify specific information in simpler material 4
argument they encounter such as letters, brochures and short
news articles describing events.
Identifying cues and inferring Can use an idea of the overall meaning of short texts 5
(spoken and written) and utterances on everyday topics of a concrete type to
derive the probable meaning of unknown words/signs
from the context.
Overall mediation Can play a supportive role in interaction, provided other 6
participants speak/sign slowly and that one or more of
the participants helps them to contribute and to express
their suggestions. Can convey relevant information
contained in clearly structured, short, simple,
informational texts, provided the texts concern
concrete, familiar subjects and are formulated in simple
everyday language.
3B A recipe for disaster (pages 38–39)

Facilitating collaborative Can collaborate in simple, shared tasks, provided other 1
Sustained monologue: describing Can tell a story or describe something in a simple list of 1, 11
experience points.
everyday needs.
Prosodic features Can use the prosodic features of everyday words and 8, 9
Prosodic features (e.g. word stress) are adequate for
familiar everyday words and simple utterances.
Creative writing Can compose an introduction to a story or continue a 10
story, provided they can consult a dictionary and
references (e.g. tables of verb tenses in a course
book).
Thematic development Can tell a story or describe something in a simple list of 11
points.
Can give an example of something in a very simple text
using “like” or “for example”.
3C Eating out (pages 40–41)

Overall oral interaction Can interact with reasonable ease in structured 1
situations and short conversations, provided the other

person helps if necessary. Can manage simple, routine
exchanges without undue effort; can ask and answer
questions and exchange ideas and information on
familiar topics in predictable everyday situations.
slowly and clearly.
Vocabulary control Can control a narrow repertoire dealing with concrete, 5, 6
everyday needs.
Turntaking Can initiate, maintain and close simple, face-to-face 9
conversation.
Can ask for attention
Facilitating collaborative Can collaborate in simple, shared tasks, provided other 9
Propositional precision Can communicate what they want to say in a simple 10
and direct exchange of limited information on familiar
and routine matters, but in other situations they
generally have to compromise the message.
3D Making your reasons clear (pages 42–43)

Reading for orientation Can find specific, predictable information in simple 2
everyday material such as advertisements,
prospectuses, menus, reference lists and timetables.
Streamlining a text Can identify and mark (e.g. underline, highlight) the key 3
sentences in a short everyday text.
Overall mediation Can use simple words/signs to ask someone to explain 5, 7
something. Can recognise when difficulties occur and
indicate in simple language the apparent nature of a
problem. Can convey the main point(s) involved in
short, simple conversations or texts on everyday
subjects of immediate interest, provided these are
Reading for information & Can understand a short factual description or report 7
argument within their own field, provided simple language is used

General linguistic range Has a limited repertoire of short, memorised phrases 8, 9
covering predictable survival situations; frequent
breakdowns and misunderstandings occur in non-
routine situations.
Sociolinguistic appropriateness Can perform and respond to basic language functions, 10
e.g. information exchange and requests, and express
opinions and attitudes in a simple way.
Information exchange Can communicate in simple and routine tasks requiring
a simple and direct exchange of information.
Planning Can recall and rehearse an appropriate set of phrases
from their repertoire.
3E Comfort food recipes (pages 44–45)

everyday needs.
Overall oral interaction Can communicate in simple and routine tasks requiring 1, 3
understand enough to keep conversation going of their
own accord.
Reading instructions Can follow a simple recipe, especially if there are 2, 4, 5, 7, 10
pictures to illustrate the most important steps.
Reading for orientation Can find specific information in practical, concrete, 5, 6
Processing text in writing Can list as a series of bullet points (in Language B) the 7
relevant information contained in short simple texts (in
Language A), provided the texts concern concrete,
familiar subjects and contain only simple everyday
language.
Overall written production Can produce a series of simple phrases and sentences 8
linked with simple connectors like “and”, “but” and
“because”.
Unit 4 Goals and ambition


4A Achieving your ambitions (pages 48–49)

Informal discussion (with friends) Can make and respond to suggestions. 1, 6
Reading for information and Can understand texts describing people, places, 3–5
argument everyday life and culture, etc., provided they use simple
language.
Can understand the main points of short texts dealing
with everyday topics (e.g. lifestyle, hobbies, sports,
weather).
Information exchange Can ask and answer questions about what they do at 8
work and in their free time.
Can ask and answer questions about habits and
routines.
4B Setting goals (pages 50–51)

Informal discussion (with friends) Can exchange opinions and compare things and 1, 11
slowly and clearly.
Overall written interaction Can compose short, simple formulaic notes relating to 10
matters in areas of immediate need.
General linguistic range Can use basic sentence patterns and communicate
with memorised phrases, groups of a few words/signs
and formulae about themselves and other people, what
they do, places, possessions, etc.
4C What motivates you? (pages 52–53)

Overall reading comprehension Can understand short, simple texts containing the 1
highest frequency vocabulary, including a proportion of
shared international vocabulary items.
Informal discussion (with friends) Can generally identify the topic of discussion around

Has sufficient vocabulary for coping with simple
survival needs.
Explaining data in speech or sign Can interpret and describe (in Language B) simple 3
evident.
Encouraging conceptual talk Can ask what somebody thinks of a certain idea. 4
Understanding audio (or signed) Can understand and extract the essential information 5–7
media and recordings from short, recorded passages dealing with predictable
everyday matters which are delivered slowly and
clearly
Sound articulation Pronunciation is generally intelligible when 10
communicating in simple everyday situations, provided
the interlocutor makes an effort to understand specific
sounds.
thank, etc.
Facilitating collaborative Can collaborate in simple, shared tasks, provided other
4D Giving encouraging feedback (pages 54–55)

Conversation Can participate in short conversations in routine 1
Can express how they feel in simple terms, and
express thanks.
Reading for information & Can understand texts describing people, places, 2, 5
argument everyday life and culture, etc., provided they use
simple language.
Processing text in writing Can use simple language to convey (in Language B) 6
the main point(s) contained in very short texts (in
Language A) on familiar and everyday themes that
contain the highest frequency vocabulary; despite
errors, the text remains comprehensible

Overall mediation Can use simple words/signs to ask someone to explain 7
something. Can recognise when difficulties occur and
indicate in simple language the apparent nature of a
problem. Can convey the main point(s) involved in
short, simple conversations or texts on everyday
subjects of immediate interest, provided these are
Building on pluricultural repertoire Can recognise that their behaviour in an everyday 8, 9
transaction may convey a message different from the
one they intend, and can try to explain this simply.
Acting as an intermediary in Can communicate (in Language B) the overall sense of 9
informal situations (with friends what is said (in Language A) in everyday situations,
and colleagues following basic cultural conventions and conveying the
essential information, provided this is articulated clearly
and they can ask for repetition and clarification.
4E Language learning goals (pages 56–57)

Conversation Can converse in simple language with peers, 1
routine matters.
Can generally understand clear, standard language on
familiar matters directed at them, provided they can ask
for repetition or reformulation from time to time.
Reading for information & Can understand most of what people say about 2, 3
argument themselves in a personal ad or post and what they say
they like in other people.
thank, etc.
Creative writing Can produce a series of simple phrases and sentences 8, 9
about their family, living conditions, educational
background, or present or most recent job.
Notes, messages and forms Can formulate short, simple notes and messages 9
relating to matters in areas of immediate need.
Reading as a leisure activity Can understand short narratives and descriptions of 9, 11
someone’s life composed in simple language.
Unit 5 Home and away

Informal discussion (with friends) Can give or seek personal views and opinions in 1, 3
discussing topics of interest.

Can make their opinions and reactions understood as
regards solutions to problems or practical questions of
where to go, what to do, or how to organise an event
(e.g. an outing).
Watching TV, film and video Can understand a large part of many TV programmes 2
on topics of personal interest such as interviews, short
lectures and news reports when the delivery is
relatively slow and clear.
5A A tidy house makes a calm home (pages 60–61)

Co-operating Can exploit a basic repertoire of language and 1
strategies to help keep a conversation or discussion
going.
Reading for orientation Can scan longer texts in order to locate desired 2
information, and gather information from different parts
of a text, or from different texts in order to fulfil a
specific task.
Vocabulary control Uses a wide range of simple vocabulary appropriately 3, 4
when discussing familiar topics.
Identifying cues and inferring Can identify the meaning of unfamiliar words/signs from
(spoken, signed and written the context on topics related to their field and interests.
Reading for information & Can recognise the line of argument in the treatment of 5, 6
argument the issue presented, though not necessarily in detail.
Can recognise significant points in straightforward
news articles on familiar subjects.
Informal discussion (with friends) Can give brief comments on the views of others. 7, 8
Can give or seek personal views and opinions in
Processing text in speech or sign Can summarise (in Language B) the main points made 8
during a conversation (in Language A) on a subject of
personal or current interest, provided people articulated
clearly.
5B If you are in town, call me! (pages 62–63)

Informal discussion (with friends) Can compare and contrast alternatives, discussing 1
what to do, where to go, who or which to choose, etc.
Reading correspondence Can understand straightforward personal letters, e- 2, 3

mails or postings giving a relatively detailed account of
events and experiences.
Grammatical accuracy Communicates with reasonable accuracy in familiar 4–10, 13
contexts; generally good control, though with
noticeable mother-tongue influence. Errors occur, but it
is clear what they are trying to express.
Understanding conversation Can follow much of everyday conversation and 6
between other people discussion, provided it is clearly articulated in standard
language or in a familiar variety.
Prosodic features Can convey their message in an intelligible way in spite 11, 12
of a strong influence on stress, intonation and/or
rhythm from the other language(s) they speak.
Linking to previous knowledge Can show how new information is related to what 13
people are familiar with by asking simple questions.

5C That was the weirdest place! (pages 64–65)

Facilitating pluricultural space Can help develop a shared communication culture, by 1
exchanging information in a simple way about values
and attitudes to language and culture.
Vocabulary range Has a good range of vocabulary related to familiar 2
topics and everyday situations.
Propositional precision Can convey simple, straightforward information of 3
immediate relevance, getting across the point they feel
is most important.
Overall written production Can produce straightforward connected texts on a
range of familiar subjects within their field of interest,
by linking a series of shorter discrete elements into a
linear sequence.
Understanding audio (or signed) Can understand the main points and important details 4, 5
media and recordings in stories and other narratives (e.g. a description of a
holiday), provided the delivery is slow and clear.
Grammatical accuracy Uses reasonably accurately a repertoire of frequently 6–8
used “routines” and patterns associated with more
predictable situations.
Information exchange Can find out and pass on straightforward factual 8
information.
Sound articulation Is generally intelligible throughout, despite regular 9–11
mispronunciation of individual sounds and words they
are less familiar with.
Fluency Can keep going comprehensibly, even though pausing 12
for grammatical and lexical planning and repair is very
evident, especially in longer stretches of free
production.
Thematic development Can develop an argument well enough to be followed
without difficulty most of the time
5D Showing flexibility (pages 66–67)

Translating a written text in speech Can provide oral translation (into Language B) of texts 1
or sign (written in Language A) containing information and
arguments on subjects within their fields of
professional, academic and personal interest, provided
they are written in uncomplicated, standard language.
Building on pluricultural repertoire Can discuss in simple terms the way in which things 2
that may look “strange” to them in another sociocultural
context may well be “normal” for the other people
concerned.
Understanding conversation Can follow much of everyday conversation and 3
Informal discussion (with friends) Can express beliefs, opinions and agreement and 4
disagreement politely.
Watching TV, film and video Can understand a large part of many TV programmes 5, 6
Reading for information & Can understand most factual information that they are 7
argument likely to come across on familiar subjects of interest,
provided they have sufficient time for rereading.

Facilitating pluricultural space Can act in a supportive manner in intercultural 7
encounters, recognising the feelings and different
worldviews of other members of the group.
Facilitating collaborative Can collaborate on a shared task, e.g. formulating and 8–10
interaction with peers responding to suggestions, asking whether people
agree, and proposing alternative approaches.
Linking to previous knowledge Can explain how something works by providing 9, 10
examples that draw on people’s everyday experiences
Sociolinguistic appropriateness Is aware of, and looks out for signs of, the most 11
significant differences between the customs, usages,
attitudes, values and beliefs prevalent in the community
concerned and those of their own community.
Propositional precision Can express the main point they want to make
comprehensibly.
Flexibility Can adapt their expression to deal with less routine,
even difficult, situations.
5E We’re looking forward to our stay (pages 68–69)

Reading for orientation Can find and understand relevant information in 1
everyday material, such as letters, brochures and short
official documents.
Overall oral interaction Can enter unprepared into conversation on familiar
topics, and express personal opinions and exchange
information on topics that are familiar, of personal
interest or pertinent to everyday life (e.g. family,
hobbies, work, travel and current events).
Reading correspondence Can understand standard formal correspondence and 2, 3, 9, 11
online postings in their area of professional interest.
Notes, messages and forms Can take messages communicating enquiries and 3
explaining problems.
Grammatical accuracy Communicates with reasonable accuracy in familiar 4, 5
Planning Can rehearse and try out new combinations and 5
expressions, inviting feedback.
Encouraging conceptual talk Can ask why someone thinks something, or how they 6
think something would work.
Creative writing Can clearly signal chronological sequence in narrative 7, 8
text.
Correspondence Can compose basic e-mails/letters of a factual nature 9
(e.g. to request information or to ask for and give
confirmation).
Coherence and cohesion Can link a series of shorter, discrete simple elements
into a connected, linear sequence of points
Unit 6 Journeys

Informal discussion (with friends) Can give or seek personal views and opinions in 1

Watching TV, film and video Can catch the main points in TV programmes on 2
familiar topics when the delivery is relatively slow and
clear.
Overall oral interaction Can enter unprepared into conversation on familiar 3
6A Daily journeys (pages 72–73)

Conversation Can start up a conversation and help keep it going by 1
asking people relatively spontaneous questions about a
special experience or event, expressing reactions and
opinions on familiar subjects.
Vocabulary control Uses a wide range of simple vocabulary appropriately 2
specific task.
Identifying cues and inferring Can deduce the probable meaning of unknown 4
(spoken & written) words/signs in a text by identifying their constituent
parts (e.g. identifying roots, lexical elements, suffixes
and prefixes).
Reading for orientation Can understand the important information in simple, 5
clearly drafted adverts in newspapers or magazines,
provided there are not too many abbreviations.
Interviewing and being interviewed Can use a prepared questionnaire to carry out a 6
structured interview, with some spontaneous follow-up
questions.
Sustained monologue: giving Can report straightforward factual information on a 7
information familiar topic, for example to indicate the nature of a
problem or to give detailed directions, provided they
can prepare beforehand.
Encouraging conceptual talk Can ask appropriate questions to check understanding 7
of concepts that have been explained.
Can ask questions to invite people to clarify their
reasoning.
Goal-oriented co-operation (e.g. Can explain why something is a problem, discuss what 8
cooking together, discussing a to do next, and compare and contrast alternatives.
document, organising an event,
etc.)
Facilitating collaborative Can collaborate in simple, shared tasks and work 8

interaction with peers towards a common goal in a group by asking and
answering straightforward questions.
6B The most memorable journey I’ve ever made! (pages 74–75)


Sound articulation Is generally intelligible throughout, despite regular 7, 8
Facilitating pluricultural space Can support communication across cultures by 9
initiating conversation, showing interest and empathy
by asking and answering simple questions, and
expressing agreement and understanding.
Asking for clarification Can ask for further details and clarifications from other 9
group members in order to move a discussion forward.
Can ask someone to clarify or elaborate what they
have just said
6C Flying free with no luggage (pages 76–77)

Conversation Can enter unprepared into conversations on familiar 1
topics.
Explaining data in speech or sign Can interpret and describe (in Language B) overall 2
trends shown in simple diagrams (e.g. graphs, bar
charts) (with text in Language A), even though lexical
limitations cause difficulty with formulation at times.
Reading for information & Can understand most factual information that they are 3
Relaying specific information in Can relay (in Language B) specific information given in 3
speech or sign straightforward informational texts (e.g. leaflets,
brochure entries, notices and letters or e-mails) (in
Language A).
Understanding audio (or signed) Can understand the main points of news bulletins and 4, 5
media and recordings simpler recorded material about familiar subjects
delivered relatively slowly and clearly.
Note-taking (lectures, seminars, Can take notes as a list of key points during a 5
meetings, etc.) straightforward lecture, provided the topic is familiar,
and the lecture is both formulated in simple language
and articulated clearly.
Vocabulary control Shows good control of elementary vocabulary but 6, 7
major errors still occur when expressing more complex
thoughts or handling unfamiliar topics and situations.
Grammatical accuracy Uses reasonably accurately a repertoire of frequently 8, 9, 10
Informal discussion (with friends Can give or seek personal views and opinions in 10
6D Understanding other English speakers (pages 78–79)

Identifying cues and inferring Can make basic inferences or predictions about text 1
(spoken, signed and written) content from headings, titles or headlines.

Understanding conversation Can generally follow the main points of extended 2
between other people discussion around them, provided it is clearly
articulated in standard language or a familiar variety.
Informal discussion (with friends) Can follow much of what is said around them on 3, 6
general topics, provided interlocutors avoid very
idiomatic usage and articulate clearly.
Can give or seek personal views and opinions in
Reading for information & Can understand straightforward, factual texts on 6
argument subjects relating to their interests or studies.
Sound articulation Is generally intelligible throughout, despite regular 7, 8, 10
Overall phonological control Pronunciation is generally intelligible; intonation and 9
stress at both utterance and word levels do not prevent
understanding of the message. Accent is usually
influenced by the other language(s) they speak.
Prosodic features Can convey their message in an intelligible way in spite
Obtaining goods and services Can deal with most transactions likely to arise while 11
travelling, arranging travel or accommodation, or
dealing with authorities during a foreign visit.
Breaking down complicated Can make a set of instructions easier to understand by 11
information repeating them slowly, a few words/signs at a time,
employing verbal and non-verbal emphasis to facilitate
understanding.
Encouraging conceptual talk Can ask appropriate questions to check understanding
6E What time does it leave? (pages 80–81)

Streamlining a text Can identify and mark (e.g. underline, highlight) the 2
essential information in a straightforward, informational
text, in order to pass this information on to someone
else.
Reading correspondence Can understand straightforward personal letters, e- 2, 3, 10
Can understand standard formal correspondence and
online postings in their area of professional interest.
Reading for orientation Can find and understand relevant information in 3, 5
official documents.
Reading instructions Can understand instructions and procedures in the 4
form of a continuous text, for instance in a manual,
provided they are familiar with the type of process or
product concerned.
Linking to previous knowledge Can show how new information is related to what 5, 6

Sociolinguistic appropriateness Is aware of the salient politeness conventions and acts 6
appropriately.
Overall reading comprehension Can read straightforward factual texts on subjects 7
related to their field of interest with a satisfactory level
of comprehension.
Notes, messages and forms Can take messages communicating enquiries and
explaining problems.
Correspondence Can compose basic e-mails/letters of a factual nature 8
(e.g. to request information or to ask for and give
confirmation).
into a connected, linear sequence of points.
Unit 7 Inspiration for change

Building on pluricultural repertoire Can explain in simple terms how their own values and 3
behaviours influence their views of other people’s
values and behaviours.
7A Life-changing inventions (pages 84–85)

Vocabulary control Shows good control of elementary vocabulary but 2
specific task.
Reading for information & Can understand straightforward, factual texts on 4, 6, 7
Can identify the main conclusions in clearly signalled
argumentative texts.
Identifying cues and inferring Can extrapolate the meaning of occasional unknown 5
(spoken, signed and written) words/signs from the context and deduce sentence
meaning, provided the topic discussed is familiar.
Sustained monologue: giving Can explain the main points in an idea or problem with 8
information reasonable precision.
Goal-oriented co-operation (e.g. Can give brief comments on the views of others.
cooking together, discussing a
etc.)
Encouraging conceptual talk Can ask people to elaborate on specific points they 9, 10
made in their initial explanation.

Can ask why someone thinks something, or how they
think something would work.
Propositional precision Can explain the main points in an idea or problem with 9, 10
reasonable precision.
7B Something that inspires me (pages 86–87)

Informal discussion (with friends) Can generally follow the main points in an informal 1
discussion with friends provided they articulate clearly
in standard language or a familiar variety.
Can control a narrow repertoire dealing with concrete
everyday needs.
Overall oral comprehension Can understand the main points made in clear 2
standard language or a familiar variety on familiar
matters regularly encountered at work, school, leisure,
etc., including short narratives.
Reading correspondence Can understand straightforward personal letters, e-
events and experiences
Overall phonological control Pronunciation is generally intelligible; intonation and 7, 8
stress at both utterance and word levels do not prevent
understanding of the message. Accent is usually
influenced by the other language(s) they speak.
Overall written interaction Can convey information and ideas on abstract as well 9
as concrete topics, check information, and ask about or
explain problems with reasonable precision.
Information exchange Can obtain more detailed information. 10
7C An inspiring story (pages 88–89)

Overall oral interaction Can exchange, check and confirm information, deal 1
with less routine situations and explain why something
is a problem.
Understanding conversation Can generally follow the main points of extended 3–5
Grammatical accuracy Communicates with reasonable accuracy in familiar 7, 8, 10, 11

Sound articulation Is generally intelligible throughout, despite regular 9
information.
Can obtain more detailed information.
7D Persuading people (pages 90–91)

Informal discussion (with friends) Can express their thoughts about abstract or cultural 1
topics such as music or films.
specific task.
else.
Building on pluricultural repertoire: Can explain features of their own culture to members of 5, 6
another culture or explain features of the other culture
to members of their own culture.
Facilitating collaborative Can collaborate on a shared task, e.g. formulating and 6, 8
Overall mediation Can introduce people from different backgrounds,
showing awareness that some questions may be
perceived differently, and invite other people to
contribute their expertise and experience as well as
their views.
Prosodic features Can convey their message in an intelligible way in spite 7
Sociolinguistic appropriateness Can perform and respond to a wide range of language 8, 9
functions, using their most common exponents in a
neutral register.
7E My role model (pages 92–93)

Reading for orientation Can scan longer texts in order to locate desired 2, 3
specific task.

Reading for information & Can recognise significant points in straightforward 4, 6, 11
argument news articles on familiar subjects.
Collaborating to construct meaning Can organise the work in a straightforward 5
collaborative task by stating the aim and explaining in a
simple manner the main issue that needs to be
resolved.
Overall written production Can produce straightforward connected texts on a 6, 7
range of familiar subjects within their field of interest, by
linking a series of shorter discrete elements into a
linear sequence.
Encouraging conceptual talk Can ask people to elaborate on specific points they 7
Planning Can work out how to communicate the main point(s) 8

they want to get across, exploiting any resources
available and limiting the message to what they can
recall or find the means to express.
Creative writing Can give straightforward, detailed descriptions on a 9
range of familiar subjects within their field of interest.
Coherence and cohesion Can form longer sentences and link them together
using a limited number of cohesive devices, e.g. in a
story.
Can make simple, logical paragraph breaks in a longer
text.
Overall mediation Can convey information given in clear, well-structured 9
informational texts on subjects that are familiar or of
personal or current interest, although lexical limitations
cause difficulty with formulation at times.
Unit 8 The world of work

Processing text in speech or sign Can summarise (in Language B) the main points or 3
events in TV programmes and video clips (in Language
A), provided they can view them several times.
8A Is your job safe? (pages 96–97)

Informal discussion (with friends) Can give or seek personal views and opinions in 1, 7, 8
Can express beliefs, opinions and agreement and
specific task.

Reading for information & Can recognise significant points in straightforward 3
Explaining data in speech or sign Can interpret and describe (in Language B) overall 4, 5
Processing text in writing Can summarise in writing (in Language B) the main 6
points made in straightforward, informational texts (in
Language A) on subjects that are of personal or current
interest, provided oral texts are clearly articulated.
Collaborating to construct Can use questions, comments and simple 7, 8
meaning reformulations to maintain the focus of a discussion.
Turntaking Can initiate, maintain and close simple face-to-face 7, 8
conversation on topics that are familiar or of personal
interest.
8B A different way to work (pages 98–99)

Informal discussion (with friends) Can generally follow the main points in an informal 1
discussion with friends provided they articulate clearly
in standard language or a familiar variety.
Can control a narrow repertoire dealing with concrete
everyday needs.
Vocabulary range Uses a wide range of simple vocabulary appropriately 2
Sustained monologue: describing Can give straightforward descriptions on a variety of 3
experience familiar subjects within their field of interest.
Reading as a leisure activity Can understand descriptions of places, events, 4
explicitly expressed feelings and perspectives in
narratives, guides and magazine articles that employ
high frequency everyday language.
Grammatical accuracy Uses reasonably accurately a repertoire of frequently 5–7, 9, 10
information.
Overall oral production Can reasonably fluently sustain a straightforward 11
description of one of a variety of subjects within their
field of interest, presenting it as a linear sequence of
points.

8C Dream jobs (pages 100–101)

Overall oral interaction Can understand standard spoken language, live or 1
broadcast on both familiar and unfamiliar topics
normally encountered in personal, social, academic or
vocational life. Only extreme background noise,
inadequate discourse structure and/or idiomatic usage
influence the ability to understand.
Understanding conversation Can generally follow the main points of extended 4, 5
Processing text in writing Can summarise in writing (in Language B) the main 5, 6
points made in straightforward, informational texts (in
Language A) on subjects that are of personal or current
interest, provided oral texts are clearly articulated.
Flexibility Can exploit a wide range of simple language flexibly to 9
express much of what they want.
8D Making a good impression at an interview (pages 102–103)

Informal discussion (with friends) Can make their opinions and reactions understood as 1
(e.g. an outing).
Can express beliefs, opinions and agreement and
Reading for information & Can understand short texts on subjects that are familiar 2, 5
argument or of current interest, in which people give their points
of view (e.g. critical contributions to an online
discussion forum or readers’ letters to the editor).
Relaying specific information in Can relay in writing (in Language B) specific 6, 7
writing information points contained in texts delivered (in
Language A) on familiar subjects (e.g. calls,
announcements and instructions).
Propositional precision Can express the main point they want to make 7
comprehensibly.
Note-taking (lectures, seminars, Can note down routine instructions in a meeting on a 10
meetings, etc.) familiar subject, provided these are formulated in
simple language and they are given sufficient time to
do so.
Co-operating Can repeat back part of what someone has said to 10
confirm mutual understanding and help keep the
development of ideas on course.

Interviewing and being interviewed Can carry out a prepared interview, checking and
confirming information, though they may occasionally
have to ask for repetition if the other person’s response
is rapid or extended.
8E Looking great on your CV (pages 104–105)

Facilitating collaborative Can define the task in basic terms in a discussion and 1
interaction with peers ask others to contribute their expertise and experience.
else.
Reading for orientation Can find and understand relevant information in 2, 3, 11
official documents.
Grammatical accuracy Communicates with reasonable accuracy in familiar 3, 4, 7, 8
Reading for information & Can understand the main points in descriptive notes 4, 11
argument such as those on museum exhibits and explanatory
boards in exhibitions.
Linking to previous knowledge Can show how new information is related to what 5
Vocabulary range Has a good range of vocabulary related to familiar 7, 8
Goal-oriented co-operation (e.g. Goal-oriented co-operation (e.g. assembling a furniture 6
assembling a furniture kit, kit, discussing a document, organizing an event, etc.):
discussing a document, organizing Can help along the progress of the work by inviting
an event, etc.): others to join in, say what they think etc.
Thematic development Shows awareness of the conventional structure of the 9

text type concerned when communicating their ideas.
Overall written interaction Can compose personal letters and notes asking for or
conveying simple information of immediate relevance,
getting across the point they feel to be important.
is most important.
Unit 9 Health and happiness

(e.g. an outing).

9A Pain and positivity (pages 108–109)

Propositional precision Can express the main point they want to make 1
comprehensibly.
Conversation Can maintain a conversation or discussion but may
sometimes be difficult to follow when trying to express
exactly what they would like to.
Vocabulary control Shows good control of elementary vocabulary but 2
Overall reading comprehension Can read straightforward factual texts on subjects 3
related to their field of interest with a satisfactory level
of comprehension.
Reading for information and Can recognise significant points in straightforward 4, 5
argument news articles on familiar subjects
Identifying cues and inferring Can extrapolate the meaning of a section of a text by
(spoken & written) taking into account the text as a whole.
Acting as an intermediary in Can communicate (in Language B) the main sense of 6
informal situations (with friends what is said (in Language A) on subjects of personal
and colleagues interest, while following important politeness
conventions, provided the interlocutors articulate clearly
and they can ask for clarification and pause to plan how
to express things.
Vocabulary range Has sufficient vocabulary to express themselves with 7
some circumlocutions on most topics pertinent to their
everyday life such as family, hobbies and interests,
work, travel and current events.
Interviewing and being interviewed Can describe symptoms in a simple way and ask for
advice when using health services, and can understand
the answer, provided this is given clearly in everyday
language.
Co-operating Can summarise the point reached in a discussion and 8
so help focus the argument.
Goal-oriented co-operation (e.g. Can make their opinions and reactions understood as
cooking together, discussing a regards possible solutions or the question of what to do
document, organising an event, next, giving brief reasons and explanations.
etc.)
9B If I had more time, I would do less (pages 110–111)


Reading correspondence Can understand straightforward personal letters, e- 2
Reading for information & Can understand short texts on subjects that are familiar 3
Processing text in speech or sign Can summarise simply (in Language B) the main 4
information content of straightforward texts (in
Language A) on familiar subjects (e.g. a short record of
an interview, magazine article, travel brochure).
Encouraging conceptual talk Can ask appropriate questions to check understanding
General linguistic range Has a sufficient range of language to describe 8
unpredictable situations, explain the main points in an
idea or problem with reasonable precision and express
thoughts on abstract or cultural topics such as music
and film.
9C Staying healthy (pages 112–113)

Interviewing and being interviewed Can describe symptoms in a simple way and ask for 5
advice when using health services, and can
understand the answer, provided this is given clearly in
everyday language.
Informal discussion (with friends) Can give or seek personal views and opinions in
Grammatical accuracy Communicates with reasonable accuracy in familiar 6, 7
Information exchange Can offer advice on simple matters within their field of 10
experience.

9D Saying ‘no’ when you need to (pages 114–115)

Overall oral interaction Can enter unprepared into conversation on familiar
Sociolinguistic appropriateness Is aware of, and looks out for signs of, the most 4, 5
Building on pluricultural repertoire Can generally respond appropriately to the most 8, 9
commonly used cultural cues.
Facilitating communication in Can demonstrate their understanding of the key issues 8, 9
delicate situations and in a disagreement on a topic familiar to them and make
disagreements simple requests for confirmation and/or clarification.
Facilitating collaborative Can collaborate in simple, shared tasks and work
Turntaking Can initiate, maintain and close simple face-to-face 9
interest.
9E I am so grateful for this! (pages 116–117)

Reading for orientation Can scan through straightforward, factual texts in 1, 4
magazines, brochures or on the web, identify what they
are about and decide whether they contain information
that might be of practical use.
Informal discussion (with friends) Can express beliefs, opinions and agreement and 2, 8
Amplifying a dense test Can make an aspect of an everyday topic clearer by 3
providing simple examples.
Reading for information & Can understand most factual information that they are 5, 6, 12
Creative writing Can give accounts of experiences, describing feelings 7,10
and reactions in simple, connected text.

General linguistic range Has a sufficient range of language to describe 9
unpredictable situations, explain the main points in an
idea or problem with reasonable precision and express
thoughts on abstract or cultural topics such as music
and film.
is most important.
Unit 10 Entertainment

lectures and news reports when the delivery is relatively
slow and clear.
10A Stories from the world (pages 120–121)

Informal discussion (with friends) Can follow much of what is said around them on 1
general topics, provided interlocutors avoid very
idiomatic usage and articulate clearly.
Overall reading comprehension Can read with a large degree of independence, 3
adapting style and speed of reading to different texts
and purposes, and using appropriate reference sources
selectively. Has a broad active reading vocabulary, but
may experience some difficulty with low-frequency
idioms.
Reading as a leisure activity Can follow the plot of stories, simple novels and comics 3
with a clear linear storyline and high frequency
everyday language, given regular use of a dictionary.
else.
Vocabulary range Has a good range of vocabulary related to familiar 5
Overall oral interaction Can express thoughts on more abstract, cultural topics 7
such as films, books, music, etc.

Sustained monologue: describing Can narrate a story. 8, 9
experience
Information exchange Can summarise and give their opinion about a short 9
story, article, talk, discussion, interview or documentary
and answer further questions of detail.
Expressing a personal response to Can relate events in a story, film or play to similar 9
creative texts (including literature) events they have experienced or heard about.
10B I hadn’t made a sound! (pages 122–123)

Informal discussion (with friends) Can express their thoughts about abstract or cultural 1
topics such as music or films.
Reading for information & Can understand short texts on subjects that are familiar
Uses reasonably accurately a repertoire of frequently
Notes, messages and forms Can formulate notes conveying simple information of 10
immediate relevance to friends, service people,
teachers and others who feature in their everyday life,
getting across comprehensibly the points they feel are
important.
Sustained monologue: describing Can narrate a story. 11
experience
10C It’s so entertaining (pages 124–125)

Sustained monologue: describing Can clearly express feelings about something 1
experience experienced and give reasons to explain those
feelings.
Understanding conversation Can follow much of everyday conversation and 2, 3
Note-taking (lectures, seminars, Can take notes during a lecture which are precise 3
meetings, etc) enough for their own use at a later date, provided the
topic is within their field of interest and the lecture is
clear and well structured.

General linguistic range Has enough language to get by, with sufficient 4
vocabulary to express themselves with some hesitation
and circumlocutions on topics such as family, hobbies
and interests, work, travel and current events, but
lexical limitations cause repetition and even difficulty
with formulation at times.
Information exchange Can summarise and give their opinion about a short 5, 9
story, article, talk, discussion, interview or documentary
and answer further questions of detail.
Creative writing Can give a simple review of a film, book or TV 8
programme using a limited range of language.
10D Showing you value people (pages 126–127)

Collaborating to construct meaning Can ask a group member to give the reason(s) for their 2
views.
Sustained monologue: describing Can give detailed accounts of experiences, describing
experience feelings and reactions.
Identifying cues and inferring Can exploit different types of connectors (numerical, 5
(spoken, signed and written) temporal, logical) and the role of key paragraphs in the
overall organisation in order to better understand the
argumentation in a text.
Plurilingual comprehension Can use their knowledge of contrasting grammatical
structures and functional expressions of languages in
their plurilingual repertoire in order to support
comprehension.
Facilitating collaborative Can collaborate on a shared task, e.g. formulating and 8
Flexibility Can adapt their expression to deal with less routine, 8
even difficult, situations.
Conversation Can express and respond to feelings such as surprise, 9
happiness, sadness, interest and indifference.

10E I totally recommend this show! (pages 128–129)

Conversation Can start up a conversation and help keep it going by 1
asking people relatively spontaneous questions about
a special experience or event, expressing reactions
and opinions on familiar subjects.
specific task.
Reading for information & Can understand short texts on subjects that are familiar 3, 4
Reading as a leisure activity Can read newspaper/magazine accounts of films, 3, 9
books, concerts, etc. produced for a wider audience
and understand the main points.
Creative writing Can give a simple review of a film, book or TV 7
programme using a limited range of language.
Encouraging conceptual talk Can ask appropriate questions to check understanding 9
Asking for clarification Can ask someone to clarify or elaborate what they 9
have just said.
Unit 11 Challenges

Informal discussion (with friends) Can make their opinions and reactions understood as 1
(e.g. an outing).
11A Personal challenges (pages 132–133)


(spoken & written) content from headings, titles or headlines.
Reading for orientation Can understand short texts on subjects that are familiar 4
or of current interest, in which people give their points
Reading for information & Can understand straightforward, factual texts on 5, 6
Can understand short texts on subjects that are familiar
or of current interest, in which people give their points
Goal-oriented co-operation (e.g. Can make their opinions and reactions understood as 7
cooking together, discussing a regards possible solutions or the question of what to do
document, organising an event, next, giving brief reasons and explanations.
etc.)
Facilitating collaborative Can collaborate in simple, shared tasks and work 7, 8
11B Making the impossible possible (pages 134–135)

Reading for orientation Can scan through straightforward, factual texts in 2
Grammatical accuracy Communicates with reasonable accuracy in familiar 4–6
Prosodic features Can convey their message in an intelligible way in spite 7, 8
Thematic development Can reasonably fluently relate a straightforward 9
narrative or description as a sequence of points.
Processing text in speech or sign Can summarise (in Language B) the main points made 9
during a conversation (in Language A) on a subject of
personal or current interest, provided people articulated
clearly.
11C It can be minus five! (pages 136–137)

Grammatical accuracy Shows a relatively high degree of grammatical control. 1–5
Does not make mistakes which lead to
misunderstanding.
Has a good command of simple language structures
and some complex grammatical forms, although
he/she tends to use complex structures rigidly with
some inaccuracy.

11D Asking for help (pages 138–139)

Informal discussion (with friends) Can make their opinions and reactions understood as 1, 5
(e.g. an outing).
Watching TV, film and video Can catch the main points in TV programmes on 2
familiar topics when the delivery is relatively slow and
clear.
Reading for information & Can recognise significant points in straightforward 3, 4
Encouraging conceptual talk Can ask questions to invite people to clarify their 4
reasoning..
Sociolinguistic appropriateness Is aware of the salient politeness conventions and acts 8
appropriately.
Overall written interaction Can compose personal letters and notes asking for or
conveying simple information of immediate relevance,
getting across the point they feel to be important.
Facilitating collaborative Can collaborate on a shared task, e.g. formulating and 8
11E A fun challenge (pages 140–141)

Reading for orientation Can assess whether an article, report or review is on 2, 3, 11
the required topic.
Explaining data in writing Can describe in simple sentences (in Language B) the 4, 7, 9
main facts shown in visuals on familiar topics (e.g. a
weather map, a basic flow chart) (with text in Language
A).
else
Grammatical accuracy Uses reasonably accurately a repertoire of frequently 7
Managing interaction Can give simple, clear instructions to organise an 8
activity.
Note-taking (lectures, seminars, Can note down routine instructions in a meeting on a
do so.

Reports and essays Can produce very brief reports in a standard 9
conventionalised format, which pass on routine factual
information and state reasons for actions.
is most important.
Unit 12 Technology

Informal discussion (with friends) Can give or seek personal views and opinions in 1, 3
(e.g. an outing).
12A The art of technology (pages 144–145)

Plurilingual comprehension Can deduce the message of a text by exploiting what 1
they have understood from texts on the same theme in
different languages (e.g. news in brief, museum
brochures, online reviews).
Facilitating collaborative Can define the task in basic terms in a discussion and 1
interaction with peers ask others to contribute their expertise and experience.
Can invite other people in a group to contribute their
views.
Can identify the meaning of unfamiliar words/signs from
the context on topics related to their field and interests.
Reading for information & Can recognise significant points in straightforward 4, 5
provided he/she can reread difficult sections.
Can identify the main conclusions in clearly signalled
argumentative texts.
else.
Turntaking Can initiate, maintain and close simple face-to-face 6
interest.

12B Who was it made by? (pages 146–147)

Overall oral comprehension Can understand straightforward factual information 2
about common everyday or job-related topics,
identifying both general messages and specific details,
provided people articulate clearly in a generally familiar
variety.
Grammatical accuracy Uses reasonably accurately a repertoire of frequently 3–5, 7

questions.
Overall written production Can produce straightforward connected texts on a 7
range of familiar subjects within their field of interest, by
linking a series of shorter discrete elements into a
linear sequence.
Sound articulation Is generally intelligible throughout, despite regular 8–10
Encouraging conceptual talk Can ask people to elaborate on specific points they 11
12C Tech-Oh no!-logy (pages 148–149)

Facilitating collaborative Can collaborate on a shared task, e.g. formulating and 1, 11
Overall spoken interaction Can interact with a degree of fluency and spontaneity 3
that makes regular interaction, and sustained
relationships with speakers of the target language quite
possible without imposing strain on either party. Can
highlight the personal significance of events and
experiences, account for and sustain views clearly by
providing relevant explanations and arguments.
Information exchange Can exchange, check and confirm accumulated factual 4
information on familiar routine and non-routine matters
within their field with some confidence.
Reading instructions Can understand instructions and procedures in the
form of a continuous text, for instance in a manual,
provided they are familiar with the type of process or
product concerned.
Note-taking (lectures, seminars, Can take notes as a list of key points during a 5
meetings, etc.) straightforward lecture, provided the topic is familiar,
and the lecture is both formulated in simple language
and articulated clearly.

12D Making effective video calls (pages 150–151)

Overall oral interaction Can communicate with some confidence on familiar 1, 2, 4
routine and non-routine matters related to their
interests and professional field.
Reading for information & Can understand straightforward, factual texts on 3
specific task.
Building on pluricultural repertoire: Can generally respond appropriately to the most
commonly used cultural cues.
Linking to previous knowledge Can explain how something works by providing 7
examples that draw on people’s everyday experiences.
Identifying cues and inferring Can exploit different types of connectors (numerical, 8
(spoken, signed and written) temporal, logical) and the role of key paragraphs in the
overall organisation in order to better understand the
argumentation in a text.
Online conversation and Can engage in real-time online exchanges with more 9
discussion than one participant, recognising the communicative
intentions of each contributor, but may not understand
details or implications without further explanation.
Flexibility Can exploit a wide range of simple language flexibly to
express much of what they want.
12E Return, replace, or refund (pages 152–153)

questions.
Facilitating collaborative Can invite other people in a group to contribute their 2, 5, 9
interaction with peers views.

Managing interaction Can allocate turns in a discussion, inviting a participant
to express their views.
Reading for orientation Can scan through straightforward, factual texts in 3, 7, 12
Adapting language Can paraphrase short passages in a simple fashion, 6
using the original order of the text.
Informal discussion (with friends) Can explain why something is a problem. 8
Note-taking (lectures, seminars, Can note down routine instructions in a meeting on a 8

do so.
Goal-oriented co-operation (e.g. Can explain why something is a problem, discuss what 9
cooking together, discussing a to do next, and compare and contrast alternatives.
etc.)
Correspondence Can compose basic formal e-mails/letters (e.g. to make 10
a complaint and request action).
is most important.

Voices Cefr Correlation Pre-Intermediate

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Voices Cefr Correlation Pre-Intermediate

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Introduction

What is the Common European Framework of Reference?

What are the aims of the CEFR?

How are the levels of the CEFR organized?

Pre-Intermediate Student’s Book: CEFR Correlation 1

How does the CEFR correspond to Voices?

How does Voices match the aims of the CEFR?

Can I learn more about this?

Pre-Intermediate Student’s Book: CEFR Correlation 2

Descriptor Student’s Book activities

Overall reading comprehension: p52, ex 1

Reading for orientation: p24, ex 2; p32, ex 4; p36, ex 3; p40, ex 2; p42,

Pre-Intermediate Student’s Book: CEFR Correlation 3

Reading instructions: pp44–45, ex 2, 4, 5, 7, 10

Reading as a leisure activity: p20, ex 3, 4; p32, ex 3, 4, 9; p57, ex 9, 11

Overall oral production: p19, ex 12; p36, ex 5; p47, ex 3

Pre-Intermediate Student’s Book: CEFR Correlation 4

Overall written production: p15, ex 8, 11; p45, ex 8

Creative writing: p21, ex 7; p32, ex7; p39, ex 10; p57, ex 8, 9

Overall oral interaction: p11, ex 1; p24, ex 1; p40, ex 1; p44, ex 1, 3

Pre-Intermediate Student’s Book: CEFR Correlation 5

Informal discussion (with friends): p11, ex 3; p12, ex 1; p16, ex 1; p18, ex 1; p20,

Goal-oriented co-operation (e.g. cooking together, discussing p31, ex 5, 8

Information exchange: p19, ex 11; p24, ex 7; p31, ex 8; p42, ex 10;

Interviewing and being interviewed: p29, ex 8, 11

Overall written interaction: p27, ex 7; p51, ex 10

Notes, messages and forms: p57, ex 9

Pre-Intermediate Student’s Book: CEFR Correlation 6

Turntaking: p15, ex 11, 12; p41, ex 9

Overall mediation: p36, ex 6; p15, ex 11, 12; p42, ex 5, 7; p55, ex 7

Relaying specific information in writing: p23, ex 3

Explaining data in speech or sign: p14, ex 2; p28, ex 2, 3; p53, ex 3

Processing text in speech or sign: p12, ex 6

Pre-Intermediate Student’s Book: CEFR Correlation 7

Expressing a personal response to creative texts (including p21, ex 9;

Mediating concepts: collaborating in a group

Collaborating to construct meaning: p28, ex 1; p32, ex 9

Leading group work

Managing interaction: p16, ex 4

Encouraging conceptual talk: p12, ex 7, 8; p19, ex 4, 5; p53, ex 4

Facilitating pluricultural space: p27, ex 11; p53, ex 11; p57, ex 7

Pre-Intermediate Student’s Book: CEFR Correlation 8

Strategies to simplify a text

Streamlining a text: p21, ex 6; p42, ex 3

Plurilingual and pluricultural competence

Communicative language competence

General linguistic range: p42, ex 8, 9; p51, ex 10

Vocabulary range: p12, ex 2; p24, ex 4, 6; p29, ex 5–7

Grammatical accuracy: p15, ex 5–7, 9, 10; p17, ex 5–7; p19, ex 9, 10;

Vocabulary control: p17, ex 11; p20, ex 2; p36, ex 2; p41, ex 5, 6;

Pre-Intermediate Student’s Book: CEFR Correlation 9

Overall phonological control: p19, ex 8

Sound articulation: p19, ex 6–8; p27, ex 8, 10; p53, ex 10

Prosodic features: p17, ex 8–10; p31, ex 6, 7; p39, ex 8, 9; p41,

Sociolinguistic appropriateness: p19, ex 11; p36, ex 1; p42, ex 10

Thematic development: p39, ex 11

Coherence and cohesion: p32, ex 7

Pre-Intermediate Student’s Book: CEFR Correlation 10

Fluency: p15, ex 11, 12

Pre-Intermediate Student’s Book: CEFR Correlation 11

Descriptor Student’s Book activities

Watching TV, film and video: p59, ex 2; p 66, ex 5, 6; p71, ex 2; p78, ex 4, 5;

Overall reading comprehension: p81, ex 7; p108, ex 3